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Increasing international student enrollment at public research universities: a gap analysis
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Increasing international student enrollment at public research universities: a gap analysis
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Content
Running head: STRATEGIC INTERNATIONAL ENROLLMENT 1
INCREASING INTERNATIONAL STUDENT ENROLLMENT AT PUBLIC RESEARCH
UNIVERSITIES: A GAP ANALYSIS
by
John Wilkerson
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2018
Copyright 2018 John Wilkerson
STRATEGIC INTERNATIONAL ENROLLMENT
2
ACKNOWLEDGEMENTS
The faculty and staff of Rossier have been tremendous in every way that term can be
applied. The encouragement and guidance provided by Dr. Tracy Tambascia, Dr. Cathy Krop,
Dr. Mark Robison, Dr. Lawrence Picus, and Dr. Kiley Adolph has been instrumental in this
work. They have been more helpful than was required or expected; they have informed my
thinking and improved my work. Their commitment to academic and professional betterment of
students is rivaled only by their promotion of the personal development of those whom they
teach.
The professional support I’ve received from leaders and colleagues at Indiana University
cannot be overstated. Schedules were accommodated, encouragement consistently offered, and
insights gained daily. Dr. Christopher Viers, Rachel Salinas, and Seth Walker have extended
themselves in ways that transcend professional support. From each of them I have learned; to
each of them, I am grateful.
My path in higher education began during my undergraduate studies, during which I met
Andrea Hunting. She opened a door to my mind and also to a future that continues to leave me
in wonder. My mentors, Gina Morin and Barbara Rupp demonstrated the importance of
consideration and repose. They are the professionals to whom I aspire; their daily expressions of
personal integrity and support are behaviors I most hope to emulate. Each of these three
phenomenal women have influenced this work in ways that are immeasurable.
A network of friends who have become so much more than that, have enriched my life
and made this work possible. With an appreciation that will never be adequately known, I am
forever encouraged, inspired, and shored up by Hannah Minturn, Trischa Splitter, and Erin
Mazzola. Jason Woodard has taken more phone calls from me than he should have, always
STRATEGIC INTERNATIONAL ENROLLMENT
3
providing an ear, a calming word, or a reminder of what is possible. Ali Klein has been all of
these things and has understood what they mean in ways that few could. New friends, my fellow
students, have bonded to me and to this work with dedication and support that is unrivaled. I am
changed by and thankful for each of them.
Without exception Joyce and Larry Wilkerson are the hardest working, most intelligent,
giving, and creative people I know. Through lives characterized by humility, kindness, humor,
and gratitude, they have shown their children how to be. Even when I fall short of their example,
their presence and support has been constant. I am forever reminded by them that any efforts I
undertake, any knowledge I may gain, and any wisdom I may happen upon is best tempered by
first recognizing the generosities of others who have allowed it. My hope is to every day
acknowledge their teachings through my own expressions of kindness, empathy and gratitude.
For this, for everything, thanks mom and dad.
STRATEGIC INTERNATIONAL ENROLLMENT
4
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 7
List of Figures 9
Abstract 10
Chapter One: Introduction 11
Background of the Problem 12
Importance of Addressing the Problem 15
Organizational Context and Mission 16
Organizational Performance Status 17
Organizational Performance Goal 18
Description of Stakeholder Groups 19
Stakeholder Group for the Study 23
Purpose of the Project and Questions 24
Conceptual and Methodological Framework 24
Organization of the Project 25
Definitions 26
Chapter Two: Review of the Literature 27
International Student Enrollment in the United States 27
Enrollment Trends 27
Economic Contributions 29
Characteristics of Host Universities 29
Factors Affecting Publicly Funded Universities 31
Trends in State Funding to Higher Education 31
Influence of Funding Gaps upon Enrollment Management Strategies 32
Educational Impact of International Students at U.S. Universities 33
Learning Outcomes 33
Domestic Students 34
Employer Expectations 34
Factors Affecting International Student University Selection 36
Influences 36
Geography, Institutional Type, and Fields of Study 36
Rankings and Prestige 37
Strategic Enrollment Management 38
Rise of International Strategic Enrollment Management 38
Defining Diversity within International Populations 40
Impact of Student Enrollment Management on Institutional Reputation 42
Commodification of International Students 44
Commission-Based Agents 44
For-Profit Language Pathway Programs 46
Office of International Admissions Knowledge, 49
Knowledge and Skills 49
Motivation 51
Organizational Influences 51
Conclusion 53
STRATEGIC INTERNATIONAL ENROLLMENT
5
Chapter Three: Methodology 55
Purpose of the Project and Questions 55
Stakeholders of Focus 55
Methodological Framework 56
Preliminary Scanning and Observations 58
Institutional Context 58
Knowledge and Skills 60
Motivation 61
Organization 61
Population 62
Data Collection 64
Surveys 64
Interviews 65
Document Analysis 65
Validation of Influences 66
Trustworthiness of Data 68
Role of Investigator 68
Data Analysis 70
Limitations and Delimitations 70
Chapter Four: Results 72
Knowledge Findings 73
Admissions Resources 74
Social Influences Upon Student Mobility 82
Evaluation of Work 84
Motivation Findings 86
Work and Strategic Planning 87
Peer Institutions 91
Professional Engagement and Development 92
Organization Findings 95
Access to Databases and Libraries 96
Professional Engagement 97
Funding and Staffing 100
Goals 102
Staff Integration and Campus Community 104
Conclusion 108
Chapter Five: Findings and Proposed Solutions 110
Key Findings 110
Categories of Proposed Solutions 112
Proposed Solutions and Implementation Plan 113
Solution 1: Institutional Peer and Aspirant Groupings 113
Solution 2: International Student Enrollment Goal-Setting and Reporting 116
Solution 3: Staff Integration, Visibility, and Professional Engagement 120
Evaluation Plan 124
Level One: Reaction 124
Level Two: Learning 127
Level Three: Transfer 129
STRATEGIC INTERNATIONAL ENROLLMENT
6
Level Four: Results 131
Recent Influences upon Findings 134
Considerations for Future Research 136
Conclusion 136
References 140
Appendix A: Survey Protocol 1555
Appendix B: Interview Protocol 1588
Appendix C: Interview Protocol – Enrollment Management Staff 1600
STRATEGIC INTERNATIONAL ENROLLMENT
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LIST OF TABLES
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 22
Table 2: Leading Institutions Hosting International Students (IIE, 2017a) 30
Table 3: Themes Gained Through Preliminary Scanning and Observation 58
Table 4: Assumed Influences Validation Table 67
Table 5: Assumed Knowledge Influences Validation Table 74
Table 6: Resources for International Student Mobility Indicators 75
Table 7: Influence of Peer Set upon OIA Work 77
Table 8: Emulation of Peer Institutions 79
Table 9: Assumed Motivation Influences Validation Table 87
Table 10: Ability to Evaluate International Credentials 89
Table 11: Peer University Identification 91
Table 12: Professional Development and Engagement 95
Table 13: Assumed Organization Influences Validation Table 96
Table 14: Access to Subscription Databases 97
Table 15: Validated Influences 111
Table 16: Categories of Validated and Partially Validated Influences 112
Table 17: Solution 1: Intervention, Responsible Staff, and Timeframe for Implementation 116
Table 18: Solution 2: Intervention, Responsible Staff, and Timeframe for Implementation 119
Table 19: Solution 3: Intervention, Responsible Staff, and Timeframe for Implementation 123
Table 20: Intervention Assessment Level One: Reaction 125
Table 21: Intervention Assessment Level Two: Learning 127
Table 22: Intervention Assessment Level Three: Transfer 129
STRATEGIC INTERNATIONAL ENROLLMENT
8
Table 23: Intervention Assessment Level Four: Results 132
STRATEGIC INTERNATIONAL ENROLLMENT
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LIST OF FIGURES
Figure 1: EM Organization Chart Pre-Restructure 20
Figure 2. EM Organization Chart Post-Restructure 21
Figure 3. The gap analysis process. 57
Figure 4. University rankings indexes accessed within the most recent six months. 81
Figure 5. Awareness of influencers upon student choice. 83
Figure 6. Observational site visits. 85
Figure 7. Ability to use data to develop recruitment strategy. 88
Figure 8. Work influences strategic planning. 90
Figure 9. Work impacts university enrollment goals. 90
Figure 10. Professional experiences have prepared for strategic planning. 93
Figure 11. Professional conference engagement. 99
Figure 12. Comparison of off-campus responsibilities. 102
Figure 13. Staff perception of their importance within OIA. 105
Figure 14. Staff perception of work value. 106
Figure 15. International-domestic admissions divide. 106
STRATEGIC INTERNATIONAL ENROLLMENT
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ABSTRACT
International student enrollment has increased in importance to many universities in the
United States. This study investigated influences upon declining international student enrollment
at a large, publicly funded, research university located in the Midwestern region of the United
States. Survey and interview responses collected from six enrollment management and
international admissions staff members. Utilizing the Clark and Estes (2008) gap analysis
model, data were examined to identify knowledge, motivation, and organization-related
influences that should be addressed in order to improve performance within the area of
international student recruitment and enrollment. Findings indicate that performance is impeded
by the lack of an identified group of peer and aspirant institutions for accurate benchmarking, the
absence of international admissions staff involvement in the enrollment goal-setting process, and
inconsistent staff integration and professional development opportunities. Solutions are
proposed to improve performance. A plan for implementation and solution evaluation is
discussed.
Key Words: International, Recruitment, Enrollment, Strategic, Undergraduate
STRATEGIC INTERNATIONAL ENROLLMENT
11
CHAPTER ONE: INTRODUCTION
The presence of international students is of great importance to universities in the United
States for a variety of reasons. More than 425,000 international students were enrolled in
undergraduate studies in the United States during the fall 2015 semester (Institute of
International Education [IIE], 2017a). Since 1985, this population of students has more than
quadrupled, and is expected to continue to grow as U.S. universities recruit and admit students
from abroad. The stated institutional goals which motivate recruitment of international students
often have to do with creating globally diverse learning communities (West & Addington, 2014).
However, the financial incentives to universities that enroll full-paying international students, are
also of increasing importance to many institutions (Saul, 2016).
Tensions have grown within the field of U.S. higher education regarding the
commodification of international students in university enrollment (Wilkie, 2013). Some
universities struggle to establish recruitment practices that successfully address goals of hosting
larger and more geographically diverse international students, while also aligning international
recruitment practices with the same ethical standards and regulations in place for domestic
students. (National Association for College Admission Counseling [NACAC], 2006). This study
will examine the problems faced by a large, public, research university which seeks to increase
the geo-diversity and number of international undergraduate students it enrolls in order to both
grow an important revenue stream, and to support broader diversification goals within its
undergraduate student body. This problem will be studied within the contexts of increased
competition for international students among universities, factors that influence student choice in
the university selection process, and the institution’s need to adhere to best practices observed
among its institutional peer group.
STRATEGIC INTERNATIONAL ENROLLMENT
12
Background of the Problem
Between 1987 and 2012, average state-provided funding to higher education institutions
in the United States declined 30% from $8,497 to $5,906 per full-time equivalent student
(American Association of State Colleges and Universities [AASCU], 2014). Funding decreases
were especially pronounced during the economic downturn of 2008, and while funding has
rebounded in most states, it still lags behind levels experienced prior to 2008 (Wilson, 2014).
Many public universities have become increasingly dependent upon tuition revenue to fund
educational and operational costs (Hegarty, 2014; Merchant, Rose, Moody, & Mathews, 2014).
This is evidenced by rising tuition costs at public U.S. universities in recent years. Estimated
cost of attendance, which include tuition and fees, books, lodging, and food expenses, have
increased from $3,156 per year in 1983 to $15,640 per year in 2013 (United States Department
of Education, National Center for Education Statistics, 2016). Adjusting for inflation, this
represents a 46% increase within a 30-year period. This growth outpaces U.S. consumer price
index increases during the same period by 19.5% (Federal Reserve Bank of Minneapolis, 2016).
Among the greatest contributors to tuition revenue at public universities are non-resident
(out of state) and international students, neither of which receive subsidized tuition rates, unlike
students who are considered residents of the state (Adkisson & Peach, 2008). Between 1994 and
2014, states’ per-student funding at public universities decreased by 8.6% (College Board, 2016).
During this 20-year period of declining state funding of public higher education, IIE data show
that enrollment of international students at U.S. colleges and universities increased 94.5% from
452,635 students in 1994 to 974,926 students in 2014 (IIE, 2017a). These data show that the
current population of international students in the U.S. is now 1,043,839 and accounts for
slightly more than 4% of total national enrollment of university students (IIE, 2017a). Demand
STRATEGIC INTERNATIONAL ENROLLMENT
13
by students for higher education outside their respective countries of origin is expected to
continue to grow through 2025 (Deschamps & Lee, 2015; Goralski & Tootoonchi, 2015; Lee,
2010). Enrollment of international students has become a substantial revenue source for public
universities in the United States (Bound, Braga, Khanna, & Turner, 2016; Hegarty, 2014).
Beyond the direct financial benefits that international students’ tuition dollars have upon
universities, international students provide broader economic benefits to the communities in
which they study and live. International students contribute nearly $32.8 billion to the United
States economy through expenditures on higher education fees and general costs of living
(Hegarty, 2014; NAFSA, 2016). Additionally, the presence of international students is estimated
to support more than 400,000 jobs in the United States (NAFSA, 2016). The U.S. Department of
Commerce lists the provision of higher education to international students as the seventh largest
service export of the United States economy (U.S. Commercial Service, 2016). The interplay of
these two economic trends has had significant influence upon international student enrollment
practices at U.S. universities, as institutions have recognized the revenue streams provided by
this population (Sav, 2016).
From an educational position, both domestic students and U.S. employers have called for
more internationalized curriculum and global engagement at U.S. universities (Association of
American Colleges and Universities [AACU], 2009; American Council on Education [ACE],
2008). Increased demand for U.S. higher education by international students has occurred
concurrent to increased expectations for interaction with global populations and learning
environments on U.S. campuses (Brennan & Dellow, 2013). This has created an opportunity for
U.S. universities to leverage economic benefits offered by international student enrollment to
develop comprehensive internationalization programming on their respective campuses (Brennan
STRATEGIC INTERNATIONAL ENROLLMENT
14
& Dellow, 2013; Goralski & Tootoonchi, 2015). However, this intersection of events has also
placed greater pressure upon many university leaders to balance the financial needs of their
institutions with the learning objectives of their student and faculty constituencies (Deschamps &
Lee, 2015).
Demand for higher education among internationally-mobile students has increased; so too
has competition to attract these students (Aw, 2012; Hegarty, 2014). Universities that have come
to rely on a consistent flow of international students to fill spaces in classrooms and residence
halls have incorporated recruitment plans into their broader enrollment management strategies
(Deschamps & Lee, 2014; Cervini, 2015; Goralski & Tootoonchi, 2015). Increases in
international student applications have also contributed to overall application growth at many
universities, and admission rates subsequently decline (Sung & Yang, 2008). Admission rates,
the percentage of applicants who are accepted to a university, are most often the primary
indicator of institutional selectivity, and have significant influence upon metrics of prestige, such
as rankings (Kehm, 2014; Merchant et al., 2014; Sung & Yang, 2008).
As the largest contributor of international students to the United States, China’s role in
student mobility is substantial. IIE Open Doors data (2017a) showed that China continues to be
the largest sender of international, post-secondary students to the United States. He and Banham
(2011) found that institutional prestige, living environment, and perceptions related to the host
country have the greatest influence upon university selection process of Chinese students seeking
undergraduate education outside of China. They found that over 60% of surveyed students rely
on global rankings and prestige factors as their primary determinate in college selection.
Through these findings, the cyclical relationship between application growth, reduced admission
rates, global rankings position, and student perceptions of institutional prestige become apparent.
STRATEGIC INTERNATIONAL ENROLLMENT
15
The most recent Open Doors report shows 350,755 Chinese students studying in the U.S.
This is an increase of 6.8% from academic year 2015/2016 to academic year 2016/2017, and
represents 32.5% of all international students in the U.S. (IIE, 2017a). The total number of
students from China studying in the U.S. is more than the combined total of students from India,
Saudi Arabia, and South Korea. However, student growth from China has started to slow.
During the previous annual reporting cycle, IIE tracked growth among the undergraduate student
population from China at 12.7% (2016). That compares to a growth rate of 8.9% in Chinese
undergraduates as reported in the most recent Open Doors report (IIE, 2016). As China
continues to progress toward its goal of becoming a global education destination, it will not only
retain more of its domestic, tertiary students, but also more fully enter the recruitment field for
international students, especially within the Asia-Pacific region (Grove, 2017; Zhao, 2011).
The importance of international student recruitment by public universities in the United
States is multifaceted. The presence of international students within learning communities on
U.S. campuses is an important component of producing globally-educated graduates (ACE &
College Board, 2008). Engagement within the international education community through
recruitment and student outreach strategies have direct impact upon institutional reputation and
prestige (Aw, 2012; Goralski & Tootoonchi, 2015; He & Banham, 2011; Merchant et al., 2014).
Simultaneously, universities must balance these factors with the realities of revenue streams
generated by international students. Increasingly, U.S. universities have become more dependent
upon this source of income (Adkisson & Peach, 2008; Hegarty, 2014; Lee, 2010).
Importance of Addressing the Problem
It is important for many publicly funded U.S. universities to establish strategic
recruitment and enrollment plans for international students for several reasons. Sound strategic
STRATEGIC INTERNATIONAL ENROLLMENT
16
plans will consider the globally-enriched learning communities which are enhanced by the
presence of international students, as well as the increasingly vital tuition revenue international
student enrollment provides (Altbach & Knight, 2007; Hossler & Bontrager, 2015). Deschamps
and Lee (2015) point out that many in the field have questioned whether the presence of
international students is of greater importance to revenue generation on U.S. campuses rather
than the creation of globally diverse learning communities. While questions such as this have
created tensions between campus educators, domestic students, and international students on
some U.S. campuses, it is clear that international student enrollment at publicly funded
universities is of significant importance (Altbach, 2004; Hegarty, 2014; Lee & Rice, 2007).
Strategic recruitment planning is key to a university’s ability to attract and enroll international
students (Hossler & Bontrager, 2015; Sigler, 2017).
Attracting international students to a campus that is not prepared to support their presence
can be detrimental to all students, to the broader campus community, and to the reputation of the
institution (Aw, 2012; Leong, 2015). Campus infrastructure development that includes support
services and cultural programming for both international and domestic students is important in
fostering meaningful and sustainable engagement between these two student groups (Brennan &
Dellow, 2013).
Organizational Context and Mission
The University of Williams (UW) is a pseudonym for a large, public research university
located in the Midwestern United States with a total student enrollment of more than 35,000
students. International students represent 7.1% of the entire UW student body, with international
students comprising 2.3% of total undergraduate enrollment. Serving as both the state’s land-
grant university and flagship of the UW System, the university has a stated mission to provide
STRATEGIC INTERNATIONAL ENROLLMENT
17
the benefits of a world-class university rooted in teaching, research, service, and economic
development, and to produce globally engaged students who will improve the quality of life
within their respective communities. As a globally-focused university, international engagement
has been a long-standing priority of UW, with international students attending the university
since the early 1900s and academic collaborations with foreign universities dating to the 1850s.
Research and innovation work has earned UW a place within the Association of
American Universities (AAU). The university has held this distinction for more than 100 years,
(AAU, 2016) and UW’s continued membership within the association has been deemed an
institutional priority. While the overall budget of the university has declined each year since
2008 due to reduced state appropriations, significant financial resources have been devoted to
maintaining and supporting programming and activities that will strengthen the institution’s
position within the AAU. This work has extended to closer alignment of best practices in
various units within UW, including admissions and recruitment.
Organizational Performance Status
The organizational performance problem in this study is based on the University of
William’s undergraduate international strategic enrollment management practices. In 2011, the
Vice Provost for Enrollment Management, with support from the Office of the Provost,
established its first international undergraduate student enrollment goal. That initial goal was to
achieve international student representation of at least 5% of the overall undergraduate student
body by the fall 2017 academic term. In establishing that goal, primary consideration was given
to budgetary needs of the university. International student enrollment goals were incorporated
into the broader enrollment targets for total non-resident student enrollment at UW. The
university was not successful in reaching this goal
STRATEGIC INTERNATIONAL ENROLLMENT
18
Progress was made toward reaching the goal between the fall 2012 and fall 2015
enrollment terms. However, significant changes in leadership and declines in public perception
occurred at UW between the fall 2015 and fall 2016 terms. The fall 2015 term included 1,000
undergraduate, international students. That represented the largest population of international
students that UW had enrolled to-date, and was an increase of 298% from the fall 2005 term.
Since its 2015 peak international undergraduate student enrollment has decreased by
4.7%. Concurrently, international undergraduate student enrollment at U.S. universities has
increased by 7.1% (IIE, 2016). At present, international students account for 3.5% of the
undergraduate student body. Failure to achieve the university’s goal of reaching 5% or greater
international student representation within the undergraduate population has had significant
budget implications, as international students at UW provide an important stream of tuition
revenue. Additionally, failure to increase international student enrollment would jeopardize the
university’s goal to expand its global presence among prospective international students and
scholars, as well as UW’s position among peer and aspirant institutions within the AAU as a
globally engaged research university.
Organizational Performance Goal
Following the university’s failure to reach their first international undergraduate
enrollment goal, UW has continued to work to increase the total number of undergraduate
international student enrollment to represent 5% of the total undergraduate population by the fall
2022 term. At this time, UW has not established year-to-year international student recruitment
goals which would support the 2021 outcome goal for overall international undergraduate
student enrollment.
STRATEGIC INTERNATIONAL ENROLLMENT
19
UW has implemented new strategic planning that will focus upon observed and
forecasted changes within the field of international admissions. UW has employed an external
public relations firm to assess whether or not recent declines in the university’s position on
global ranking scales have had significant impact upon enrollment. Findings provided by the
firm and adopted by UW’s strategic planning body will provide additional insight into the
feasibility of UW’s international student enrollment goal. Assessment of goal attainment will
include tracking of international student application trends at UW, predictive modeling of
international student enrollment based upon historical data, and consideration of broader
international student mobility trends within U.S. universities. Benchmarking will involve
comparative international student data from peer and aspirant universities.
Description of Stakeholder Groups
The governance and administrative structure of UW is decentralized. Increasing
international student enrollment is of importance to a broad group of campus constituents. The
first stakeholder group is provostial, under the responsibility of the vice provost for enrollment
management (VPEM). Serving in senior leadership as part of the provost’s staff, a key
responsibility held by VPEM pertains to composing and retaining academically successful
cohorts of students. The shaping of an entering class and achievement of strategic enrollment
goals, while delegated to admissions offices, is ultimately the responsibility of the VPEM.
During the course of this study, the reporting structures within the Enrollment
Management Division (EM) changed. Prior to restructuring, the second stakeholder group, the
office of international admissions (OIA), served directly under the authority of the VPEM. In
that structure, OIA operated independent from, but in tandem with the Office of Admissions at
UW. The staff includes a director who is charged with overseeing implementation of strategic
STRATEGIC INTERNATIONAL ENROLLMENT
20
recruitment initiatives and serves as the senior international admissions officer for the university.
This structure is shown in Figure 1.
Figure 1. EM organization chart pre-restructure.
Following the restructured reporting line, shown in Figure 2, the director of international
admissions reports directly to the executive director of admissions and works cooperatively with
the newly created director of enrollment management communications. Under this direction, the
office has two functional units. The operational unit is charged with administrative tasks such as
document processing and admission evaluation. The recruitment section of the office is focused
upon external engagement with prospective students, international secondary schools, and
internationally-focused professional organizations. The overarching mission of OIA is to
annually attract and admit a geo-diverse, academically talented international undergraduate
student cohort. The success of OIA is measured by standards of student quality and geographic
diversity.
STRATEGIC INTERNATIONAL ENROLLMENT
21
Figure 2. EM organization chart post-restructure.
The third stakeholder group is the vice provost for international affairs (VPIA). The
VPIA oversees a complex organization on-campus international offices and programs related to
international education. This includes the UW International Center which houses international
and scholar immigration advising and study abroad units. A large portion of the center’s
operating budget is derived from fees assessed to international students for specialized services.
This funding supports staff positions and programming costs. Fluctuations in international
student enrollment have a direct and considerable impact upon the fiscal strength of the center.
Additionally, VPIA oversees the intensive English program (IEP) at UW. The IEP is a
self-funded unit governed and operated directly by the university. As a quasi-academic unit, the
IEP provides English language training to international students, and has limited governance
over credit-bearing, English language support courses. Some proportion of these otherwise
academically admissible students have been offered conditional admission to degree-seeking
programs at the university upon successful completion of the IEP. The university’s broader
STRATEGIC INTERNATIONAL ENROLLMENT
22
ability to attract international students interested in pursuing degree studies impacts enrollment in
the IEP program.
Stakeholders’ Performance Goals
The following table outlines each of the identified stakeholder group’s goals as they
relate to the broader goal of increasing undergraduate international student enrollment at UW.
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
To provide the benefits of a world-class university rooted in teaching, research, service, and
economic development, and to produce globally engaged students who will improve the
quality of life within their respective communities.
Organizational Goal
By the conclusion of the spring 2019 academic term, the University of Williams will develop a
data-informed strategic enrollment plan to increase international students in their incoming
first-year undergraduate population to 5% following implementation of the plan
Vice Provost for Enrollment
Management (VPEM)
By the conclusion of the
spring 2019 term, VPEM
staff leadership will have
established a quantifiable
definition of international
student diversity, and
provided an annual
international student
enrollment target with a 3-
year out goal for measuring
institutional success.
Office of International
Admissions
By the conclusion of the spring
2019 term, the Office of
International Admissions will
have developed a strategic
international student
recruitment plan with
benchmarked annual
enrollment targets that meet
the 3-year out goal of 5%
international student saturation
within the undergraduate
population.
Vice Provost for International
Affairs (VPIA)
By the conclusion of the
spring 2019 term, leadership
within the Intensive English
Program and the International
Center will have established
long-term student enrollment
and support programming
based upon strategic planning
provided by the Office of
International Admissions.
STRATEGIC INTERNATIONAL ENROLLMENT
23
Stakeholder Group for the Study
As the enactors of recruitment and admissions strategic directives, this study focuses
upon the performance and planning of the OIA. Staff within OIA serve in functional positions,
and also as the forward-facing persona of UW to diverse international constituents. In addition
to the director of international admissions, OIA leadership includes one assistant director (AD)
of international recruitment and one AD of international admissions operations. The AD of
international recruitment develops student outreach plans and is the primary staff member
charged with conducting international student recruitment. The AD of international admissions
operations assists in limited recruitment travel and is responsible for the efficient movement of
students through the application process. Under the direction of the AD of international
operations, three credential evaluators are responsible for communicating with and evaluating
international students for admission. OIA staff are situated to influence external perceptions of
the UW brand and position within the U.S. higher education landscape.
By the conclusion of the spring 2019 term, the OIA will have developed a strategic
international student recruitment plan with benchmarked annual enrollment targets developed to
attain a 3-year out goal of 5% international student saturation within the total undergraduate
population. The performance of OIA is paramount to the achievement of internationally-focused
goals established within other related stakeholders. Failure by OIA to attract and ultimately
enroll successive cohorts of international students within the demographic and quantifiable
parameters established by UW will jeopardize achievement of the overall enrollment goals of the
university. It will further impact funding to key international programs and services on campus,
and inhibit expansion of globally representative learning and campus communities.
STRATEGIC INTERNATIONAL ENROLLMENT
24
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the knowledge,
motivation, and organizational influences that have affected UW’s ability to meet an
international student enrollment which represents 5% of the overall undergraduate student body
by the fall 2017 census. The analysis will be used by staff within the OIA to develop data-
informed strategic enrollment plans in tandem with the VPEM. The study will begin by
generating a list of possible or assumed interfering influences that will be examined
systematically to focus on actual or validated interfering influences. While a complete gap
analysis would focus on all stakeholders, for practical purposes the stakeholder to be focused on
in this analysis is the OIA.
This study will be guided by the following questions pertinent to the knowledge,
motivation, and organization within OIA.
What are the knowledge and motivation factors influencing the Office of International
Admissions (OIA) staff, as related to developing and implementing a strategic international
student recruitment plan, with benchmarked annual enrollment targets, that meet the 3-year
out goal of 5% international student saturation within the undergraduate population?
1. What is the interaction between organizational culture and context and OIA staff
knowledge and motivation?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Conceptual and Methodological Framework
This study utilized the gap analysis model as outlined by Clark and Estes (2008) which
provided a structure through which organizational performance was evaluated. This framework
STRATEGIC INTERNATIONAL ENROLLMENT
25
allows for detection of gaps that exist between an organization’s measured performance and
stated performance objectives. The structure provided by this model has been used to develop an
improvement model for UW. Assumed influences upon OIA’s knowledge, motivation, and
organization which may interfere with the stated international student strategic enrollment goals
was derived from literature relevant to the topic as well as from professional expertise gained
through experience within the international admissions and recruitment field. These data
informed the construction of the improvement plan which UW can utilize in developing a
strategic international student enrollment plan.
Assumed influences upon OIA’s achievement of UW’s international student enrollment
goals was evaluated through student tracking data, survey data collected from OIA, analysis of
external enrollment data and international student mobility trends, and review of related
literature. This study was carried out in partnership with OIA and at the behest of senior UW
leadership. In Chapter Five, suggested solutions are provided within a comprehensive
improvement plan and evaluation plan which will use data-informed metrics.
Organization of the Project
This study is comprised of five chapters. This introductory chapter has provided key
background information, field terminology, and context related to the problem of strategic
international student enrollment planning and recruitment at public universities. Information has
also been provided in this chapter related to the enrollment goals and international education
stakeholders at UW. Finally, this chapter presented the gap analysis framework within which
organizational performance will be assessed.
The second chapter consists of a review of literature related to topics of international
student mobility, influencers upon university enrollment of international students, and campus
STRATEGIC INTERNATIONAL ENROLLMENT
26
internationalization efforts. Chapter Three articulates data-informed assumptions regarding
knowledge, motivation, and organizational barriers. Also included in Chapter Three is a detailed
overview of methodologies used to develop the survey, choice of study participants within the
stakeholder group, collection of data, and how that data were analyzed. Results and findings are
examined in Chapter Four. The fifth chapter offers data-informed solutions, supported by
literature, which can be employed to closing identified gaps. Additionally, Chapter Five
provides recommendations to UW for implementing and evaluating a solution plan.
Definitions
Commodification: to apply a monetary value to an intangible quality or activity (e.g., education)
IC: International Center
IAOs: International Admissions Officers
IIE: Institute of International Education
OIA: Office of International Admission
Retention: The extent to which students progress from one academic year to another. Sometimes
referred to as persistence.
Strategic Enrollment Management: A comprehensive, data-informed process for enrollment
growth, student retention, and student success at an educational institution.
UW: University of Williams
VPIA: Vice Provost for International Affairs
VPEM: Vice Provost for Enrollment Management
STRATEGIC INTERNATIONAL ENROLLMENT
27
CHAPTER TWO: REVIEW OF THE LITERATURE
In this chapter, the role that international students play in the development of broader
enrollment goals of publicly funded universities in the U.S. will be explored. The importance of
internationalized learning communities and international student diversity will be examined, as
will their impact upon the learning outcomes of both international and domestic students.
Influencers upon international student mobility will be examined. Relatedly, student and
employer expectations regarding global experience and readiness will be explored. Review of
these elements within a framework that considers the knowledge required to execute strategic
international student management, topics related to motivations to do so, and common
organizational barriers will conclude this chapter.
International Student Enrollment in the United States
Enrollment Trends
Enrollment of international students at universities in the United States has grown
substantially since 1948, the first year that international student enrollment was tracked (IIE,
2017a). This growth has been measured both in the total number of international students
enrolled, as well as the percentage of the total U.S. higher education enrollment which they
represent. In 1948, there were 25,464 international students enrolled at U.S. colleges and
universities, which accounted for 1.1% of the total enrollment at institutions of higher education
in the United States. By 2016, that number had grown to 1,043,839 students and represented
5.2% of the total student body enrolled in higher education within the U.S. (IIE, 2016).
The pace of international student growth has quickened in recent years. By 2014, year-
over-year enrollment growth had reached a rate of 10% (IIE, 2016). This expansion was largely
attributable to substantial increases in the number of students from China enrolled at U.S.
STRATEGIC INTERNATIONAL ENROLLMENT
28
universities. State-sponsored programs to promote higher education in several member countries
of the Gulf Cooperation Council, as well as members of the Association of Southeast Asian
Nations, and Brazil have also been large contributors of students to the U.S. higher education
sector (IIE, 2017a; Jordan, 2015). However, by 2015, the rate of growth from many of these
countries had started to slow.
The growth rate in students from China had slowed to 7.1% in 2016 from a high of
29.9% in 2010. The Chinese Ministry of Education has been public in its efforts to expand the
capacity of its universities to accommodate more students, both domestic and international (Jing,
2015). Increased capacity within Chinese universities is likely to reduce demand upon
international universities from Chinese students (Jing, 2015). Institutional support to globally
mobile students, such as delivery of curriculum in English, expanded offerings of humanities and
STEM disciplines, as well as expansion of internship opportunities within China are likely to
continue to influence the number of students the country sends abroad for higher education in
coming years (Choudaha, 2015).
Following suppression in natural resource and energy markets, state and private
sponsorship of students seeking higher education abroad has slowed among developing
economies (Walcutt, 2016). Saudi Arabia, the fourth largest sender of international students to
the U.S., has also slowed in production of globally mobile students. In 2013, Saudi student
enrollment had peaked, showing 21% growth from the previous year. By the fall 2016 term,
Saudi student numbers in the United States had decreased by 14.2% year-over-year (IIE, 2017a).
Similarly, Brazil, the eighth largest sender of students to U.S. universities, had experienced
growth of 22% in 2013, which coincided with the Brazil Scientific Mobility Program (BSMP).
The BSMP was implemented in 2011 to promote further development of the country’s science
STRATEGIC INTERNATIONAL ENROLLMENT
29
and technology infrastructure (Redden, 2013). Following several years of political and economic
turmoil in Brazil the program, administered in the U.S. by IIE, had concluded. By the fall of
2016, the number of students coming to the U.S. from Brazil had retracted by -34.2% (IIE,
2017a).
Economic Contributions
International students contributed more than $36.9 billion dollars to the economy of the
United States in 2015. Additionally, their presence within U.S. communities supported over
400,000 jobs nationwide (NAFSA: The Association of International Educators [NAFSA], 2017).
The U.S. Department of Commerce has included higher education among the most valuable of
commodities on offer by the United States (Siegmund & Rawdon, 2016). In research supportive
of that position, the Department of Commerce has identified the contributions that international
students make to knowledge economies as one of the two primary economic benefits of hosting
international students at U.S. universities (Siegmund & Rawdon, 2016). The U.S. Chamber of
Commerce includes education within U.S. service exports, and attributes competitiveness of U.S.
entities to international engagement and trade (U.S. Chamber of Commerce, 2017).
Characteristics of Host Universities
International students have historically enrolled at universities with coastal proximity, or
at institutions clustered within the central Midwest (IIE, 2016). Data produced by the U.S.
Department of Homeland Security’s Student and Exchange Visitors Program (SEVP), which
differ slightly from survey data collected by the IIE, show that 10% of all degree-seeking
international students still enrolled in academic coursework are clustered within a group of 10
universities: University of Southern California, New York University, Northeastern University,
Columbia University, Arizona State University, University of Illinois, Purdue University,
STRATEGIC INTERNATIONAL ENROLLMENT
30
Pennsylvania State University, City University of New York, and Indiana University,
respectively (U.S. Customs and Immigration Enforcement, 2017). While ordinal placement
within this list has varied slightly since 2009, the universities which comprise it has remained
steady.
Annually, IIE publishes a list of 25 universities that enroll the most international students
in total, as well as listing the 25 leading colleges and universities by institutional type (IIE,
2017a). Figures reported by IIE have been collected by the U.S. Department of State. There is
some variation between the enrollment data produced by IIE and those produced by SEVP.
However, the leading institutions listed in SEVP data are also present in IIE’s Open Doors
Report. Table 2 contains ranking and enrollment data of the 25 leading institutions hosting
international students.
Table 2
Leading Institutions Hosting International Students (IIE, 2017a)
Leading Institutions Hosting International Students
Rank Institution State
Enrollment
2015/2016
Enrollment
2016/2017
Percentage
Change
1 New York University NY 15,543 17,326 11.5
2 University of Southern California CA 13,340 14,327 7.4
3 Columbia University AZ 12,740 14,096 10.6
4 Northeastern University – Boston NY 11,702 13,201 12.8
5 Arizona State University – Tempe IL 12,751 13,164 3.2
6 University of Illinois - Urbana-Champaign MA 12,085 12,454 3.1
7 University of California - Los Angeles CA 11,513 12,199 6.0
8 Purdue University - West Lafayette IN 10,563 11,288 6.9
9 University of Texas – Dallas MA 8,145 9,305 14.2
10 Pennsylvania State University - University Park WA 8,084 9,134 13.0
11 University of California - San Diego MI 7,556 9,065 20.0
12 Boston University TX 8,455 8,992 6.4
13 University of Michigan - Ann Arbor PA 7,630 8,163 7.0
14 University of Washington MI 8,259 8,019 -2.9
15 University of California - Berkeley CA 7,313 8,000 9.4
16 Michigan State University CA 8,256 7,779 -5.8
STRATEGIC INTERNATIONAL ENROLLMENT
31
Table 2, continued
17 Ohio State University – Columbus IN 7,117 7,684 8.0
18 Carnegie Mellon University OH 7,051 7,653 8.5
19 Indiana University - Bloomington PA 7,159 7,502 4.8
20 University of Texas - Arlington MN 6,169 7,277 18.0
21 SUNY University at Buffalo NY 7,026 7,252 3.2
22 University of Minnesota - Twin Cities TX 7,037 7,197 2.3
23 University of Florida FL 6,751 7,107 5.3
24 Texas A&M University - College Station WI 6,940 6,960 0.3
25 University of California - Irvine PA 5,647 6,792 20.3
Factors Affecting Publicly Funded Universities
Trends in State Funding to Higher Education
Since 1994, states have been making significant financial cuts to publicly funded colleges
and universities (College Board, 2016). Research published by the AASCU shows that between
1987 and 2012, aggregate per-student appropriations to publicly funded institutions in the U.S.
fell by 30%. In real dollars, this represents a decrease from $8,497 per student to $5,906 per
student (Hurley, Harnisch, & Nassirian, 2014). Data from the United States Government
Accountability Office (GAO) shows that in 2008, at the onset of the financial crisis, state
funding accounted for 31% of the combined budgets of all publicly funded colleges and
universities. By 2013, that percentage had fallen to 23% (GAO, 2014).
The economic crisis of 2008 had substantial impact upon state budgets as 35 of 50 states
saw sharp declines in tax revenue (Douglass, 2010). Education funding is discretionary at the
state level, and significant cuts to higher education have been made my many states to balance
budgets in recent years (Wilson, 2013). Research intensive universities may be viewed by state
policy makers as being well positioned to engage in revenue generating activities such as
research grants and private giving campaigns. This may have exacerbated the extent to which
cuts to higher education are prioritized by states in difficult budgeting circumstances (Delaney &
Doyle, 2011).
STRATEGIC INTERNATIONAL ENROLLMENT
32
AASCU data also point out that member universities have assumed the costs of increased
student enrollment by increasing tuition and fees as state appropriations have declined. In the 25
years between 1987 and 2012, combined enrollment at publicly funded colleges and universities
grew from 7.1 million students to 11.5 million (Hurley et al., 2014). Increasing enrollment and
decreasing state support have created strain at many public institutions of higher education
within the U.S.
Influence of Funding Gaps upon Enrollment Management Strategies
Importance of tuition income. At many public institutions of higher education, budget
deficits that have occurred at publicly funded universities as a result of decreased state funding
have increasingly been filled by revenue generated from tuition (Mitchell, Leachman, &
Masterson, 2016). Data collected by the College Board shows that out-of-state/non-resident
students, are charged tuition at an average rate that is 158% higher than tuition and fees assessed
to in-state/resident students. In the 2016/2017 academic year, the average in-state/resident
tuition and fees were $9,650, while the average out-of-state/non-resident tuition and fees were
$24,930 (College Board, 2017).
Increased reliance upon tuition and fee income to sustain operating budgets of many
publicly funded universities has coincided with demographic shifts in many states. Decreases in
the number of secondary school graduates are projected through 2023 (Bransberger, & Michelau,
2016). As most states will experience declines in graduating high school students, the
competition among universities is likely to remain strong for recruiting non-resident students in
the few states that are projected to show increases (Adkisson & Peach, 2008).
International student tuition revenue. Concurrent with domestic declines in secondary
school graduates and the financial importance of tuition and fee revenue at publicly funded
STRATEGIC INTERNATIONAL ENROLLMENT
33
universities has been the growth of international student enrollment in the United States
(Deschamps & Lee, 2015; IIE, 2017a). The extent to which international student tuition dollars
have filled funding gaps at U.S. universities has called into question whether the primary impetus
for international student recruitment is academic in nature, or more closely tied to the revenue
generated by international student enrollment (Altbach & Knight, 2007). International students
attending most publicly funded universities do not qualify for state residency-related tuition
discounts, are exempt from the most generous academic scholarships, and are not considered for
need-based financial aid (Hegarty, 2014). Their continued enrollment ensures a stable source of
predictable tuition and fee revenue for many universities.
Educational Impact of International Students at U.S. Universities
Learning Outcomes
When considering the presence of international students at U.S. colleges and universities,
the globally diverse perspectives and experiences which many provide are of further importance
to the educational mission and learning outcomes of an institution of higher learning (Fabricius,
Mortensen, & Haberland, 2016; Geary, 2016). International student enrollment, however, is just
one component of comprehensive campus internationalizations strategies. How universities
integrate international students into campus learning communities, curriculum and classroom
dialog, as well as student programming and services, can impact the extent to which an
institution is successful in meeting goals related to international learning (Siczek, 2015). Apart
from economic benefits that international students bring to many U.S. universities, the growth of
international student enrollment at has provided an opportunity for many universities to address
the learning and outcome goals of both their student body, as well as those of the employers of
their graduates (Horn, Hendel, & Fry, 2012).
STRATEGIC INTERNATIONAL ENROLLMENT
34
Domestic Students
College-bound takers of standardized achievement exams have expressed an expectation
to participate in internationalized programs and populations as part of their university
experiences. Survey data reported jointly by ACE, Art & Science Group, and the College Board
show that 42% of college-bound students in the United States feel that it is very important that
their selected universities offer opportunities to interact with students from other countries (ACE,
Art & Science Group, & College Board, 2008). Respondents to the survey further expressed an
expectation for internationally-relevant curriculum and international experiences at host
universities.
The presence of international students at U.S. universities has the potential to change the
culture and student experience on a campus (Hegarty, 2014). As university students self-identify
as learners, they develop contextual frameworks that positively influence expansion of their
academic and personal perspectives related to new or different environments, people, and
experiences (Bliuc, Ellis, Goodyear, & Hendres, 2011). Establishing campus environments
which support students’ self-identification as learners who are internationally-engaged, may have
influence upon their abilities to interact with global communities and international settings.
Creating supported and informed opportunities for domestic and international students to engage
in meaningful relationship construction may enhance students’ abilities to effectively integrate
into unfamiliar cultural settings (Leong, 2015).
Employer Expectations
Demand by employers for globally engaged university graduates has become an
important component of campus internationalization and enrollment of international students
(Burkhardt, & Bennett, 2015; Siczek, 2015). Research commissioned by the Association of
STRATEGIC INTERNATIONAL ENROLLMENT
35
American Colleges and Universities, which surveyed employers of more than 25 employees
showed that 67% of respondents felt that higher education institutions in the U.S. should better
prepare students to understand problems and issues within a more global context (Association of
American Colleges and Universities [AACU], 2008). Survey data also showed that 65% of
respondents feel that universities could improve student preparation by fostering better
understanding of global issues. Further, over 70% of participating employers would like
universities to place greater emphasis on developing students’ skills in working in diverse groups
(AACU, 2008).
The rise of the global knowledge economy which, supports innovation and growth within
intellectual and service-based economies, has placed increased demand upon higher education
institutions to produce globally engaged and culturally-competent graduates (Altbach & Knight,
2007; Goralski & Tootoonchi, 2015). Peer-student interactions within an internationally diverse
classroom setting have been shown to place greater value on workplace diversity, and are more
prepared to successfully integrate into diverse workplace settings (Divinagracia & Divinagracia,
2012). The blending of international and domestic students within settings and curricula which
supports dialog, collaboration, and global exploration is important to meeting the demands of
developing economies (Fabricius, Mortensen, & Haberland, 2016; 2014; Geary, 2016).
In meeting the demands of employers, rising economies, and student-identified
knowledge gaps, the presence of international students on U.S. university campuses is viewed as
an important component of meeting the “public good” (Smith & Ota, 2013). This can be an
important consideration for many publicly funded universities, especially those whose mission
include workforce development, economic expansion, or promotion of the host state to global
audiences.
STRATEGIC INTERNATIONAL ENROLLMENT
36
Factors Affecting International Student University Selection
Influences
International student mobility is greatly influenced by three factors: secondary education
infrastructure within the originating country, access to funding for tertiary education, and the
extent to which students from a country have been encouraged to pursue education abroad
(Kratz, 2012). Historically, geopolitical, social, and economic factors have resulted in
substantial shifts in international student mobility trends in the United States (García, &
Villarreal, 2014; IIE, 2017a). A recent study of growth within the Chinese higher education
sector demonstrates the impact of these influences upon international student mobility. Data
produced by Conning suggested that the demand for university seats by its citizens is likely to be
met by Chinese institutions by 2030, thereby significantly reducing demand for higher education
abroad among students from China (Conning, 2016).
Geography, Institutional Type, and Fields of Study
Data produced by the Brookings Institute and JPMorgan Chase suggests several factors
which may influence students’ university selection. The jointly-sponsored study shows that 73%
of international students in the U.S. are clustered among the largest 118 metropolitan areas
(Ruiz, 2014). Data from the study also showed that of the top 25 receivers of international
students in the U.S., only two institutions are not doctorate-granting, with very high-research
activity classifications on the Carnegie Classification Scale (Carnegie Classification of
Institutions of Higher Education, 2017).
Research gathered from IIE shows that international students are most attracted to
programs in engineering disciplines, followed closely by fields of study in business (IIE, 2017a).
STRATEGIC INTERNATIONAL ENROLLMENT
37
Math and computer sciences rank third in international student interest areas. Collectively, the
three fields account for 53.5% of all international students in the U.S (IIE, 2016).
Rankings and Prestige
Global university ranking indexes. University rankings are relatively new in academia,
having existed less than 30 years (Hazelkorn, 2011). Ranking systems have been promoted by
their various publishers as a means to assess the quality of higher education institutions within
both local and international contexts. Denouncers of university rankings regularly point to the
subjectivity of metrics that are employed by most rankings schemes as a disqualifier of their
usefulness (Kehm, 2014). Arguments against their employment have also pointed to the ways in
which rankings metrics and criteria can be manipulated by universities hoping to increase their
positions on any given scale (Pavel, 2015; Stack, 2016). Regardless of differing viewpoints as to
their objectivity or methodological ethics, university rankings have become an important
influencer in university selection among students.
Survey data collected by the Higher Education Research Institute haves shown a steady
increase in the importance of global ranking indexes to students in the college search process
(2007). Of note, 24.4% of students enrolled at public universities indicated that rankings were
very important to them when choosing which university to attend. Demographic data showed
that student-respondents of Asian or Asian-American ethnicity were most likely to qualify
university rankings as “very important” in their respective college search processes. The survey
data further indicated that for students interested in pursuing professional or technical studies,
rankings were most likely to place high value upon an institution’s position in global rankings
indexes (Higher Education Research Institute [HERI], 2007).
STRATEGIC INTERNATIONAL ENROLLMENT
38
Association of American Universities (AAU). The Association of American
Universities is a selective group of 62 North American research institutions which are highly
ranked on most global rankings indexes (AAU, 2010). With only two exceptions, the 25
universities that enrolled the largest number of international students in the U.S. for the fall 2016
term were members of the Association of American Universities (AAU, 2016; IIE, 2017a). The
23 members of the AAU included in the top 25 receiving countries account for 19.6% of all
international students studying in the United States (IIE, 2016). The concentration of AAU
institutions among top-receiving universities has resulted in AAU membership as having
influence upon best practices within international student recruitment and enrollment.
Awareness of the AAU by international students has grown and is viewed as a marker of among
international students involved in the university selection process (Stocum, 2013). The AAU has
been a vocal proponent of international engagement and has actively worked to shape and model
conversations of student-institution fit within the international recruitment and admissions arena
(AAU, 2015).
Strategic Enrollment Management
Rise of International Strategic Enrollment Management
Evidence-based strategic enrollment management considers retention, degree attainment,
and job placement as key metrics in assessing student and university success (Fabricius,
Mortensen, & Haberland, 2016). In a very basic form, the recruitment and subsequent
enrollment of students includes assessments that gauge the likelihood of an applicant to
successfully complete a specified degree program within in an established timeframe. However,
the successful recruitment of a student is only the earliest part of a strategic enrollment plan
(Hossler & Bontrager, 2015).
STRATEGIC INTERNATIONAL ENROLLMENT
39
Universities have recognized the importance of strategic enrollment management (SEM)
in recruiting, retaining, and graduating students, but the advent of SEM practices specific to
international student populations is comparatively recent. Goff and Snowden point to the
learning benefit that international students bring to campuses as they introduce global
perspectives, and the tuition income they provide is of importance to many universities (as cited
in Hossler & Bontrager, 2015). Additionally, international students often enroll in academic
programs in science, technology, engineering, and math (STEM) disciplines that are of less
interest to their domestic peers (Hegarty, 2014). This has been of particular importance to
research universities among which competition for research funding is often reliant upon strong
programs in the STEM fields (Barrett & Cantwell, 2016).
Expansion of international recruitment at U.S. universities. While the United States
has enjoyed steady growth in the number of international students attending its universities,
competition for international students is strong (Siegmund & Rawdon, 2016). Following the
economic downturn of 2008, U.S. universities have demonstrated interest in integrating
international students into strategic enrollment plans (Langston & Scheid, 2014). As competition
for students within the United States has expanded due to declining numbers of high school
graduates, universities have looked to international student markets as opportunities to widen the
enrollment management funnel and fill capacity on campuses (Aw, 2012; Goralski &
Tootoonchi, 2015; Smith, 2016). Evidence of increased interest in international student
recruitment and enrollment can be seen in the growth of participation by U.S. universities in
professional organizations related to international SEM (Goff, J. as cited in Hossler & Bontrager,
2015).
STRATEGIC INTERNATIONAL ENROLLMENT
40
Competition for students. Not only is competition for international students robust and
growing among U.S. universities, international student recruitment is being integrated more
deeply into university enrollment schemes of increasing number of countries (Hossler &
Bontrager, 2015). Growth is expected to continue for the foreseeable future as English delivery
of curriculum becomes more pervasive within non-anglophone countries (Becker & Kolster,
2012). The U.S. Department of Commerce has found the United States’ share of international
students throughout the word declined from a high of 28% to 22% in 2015, while the share of
international students pursuing studies in other English-speaking countries such as Australia and
Canada has grown (Siegmund & Rawdon, 2016). The United Kingdom and Australia have
centralized national schemes for attracting international students to attend their respective
universities (Langston & Scheid, 2014; Naidoo, 2007). As global competition for students
continues to strengthen, and additional destination countries vie to both retain their students and
attract those from other countries, those countries which have historically been leading receivers
of international students will be required to develop more competitive strategic recruitment
programs in order to maintain their positions of international student popularity (Becker &
Kolster, 2012; Langston & Scheid, 2014).
Defining Diversity Within International Populations
Passports versus experience. International students at U.S. universities are typically
identified by citizenship, rather than global experience or secondary education completed abroad
(NACAC; 2016). Admissions officers involved in internationally-based student recruitment
encounter students with U.S. citizenship who are attending international high schools. Students
such as these are referred to as “third-culture kids,” having spent many years outside their
countries of citizenship, but also not having fully integrated into the culture of their host country
STRATEGIC INTERNATIONAL ENROLLMENT
41
(Kortegast & Yount, 2016). This term is employed within the higher education community to
refer to students who hold U.S. citizenship, are completing secondary school abroad, and will
subsequently enroll at a U.S. college or university. Smith and Kearney state that third-culture
kids are often unaccounted for at universities (2016). They argue that these students offer
international perspectives, and are often able to bridge a cultural divide that may exist between
traditionally-defined domestic students, and international students. The extent to which U.S.
students recruited abroad by universities are included in recruitment and enrollment activities by
IAOs should be a factor of consideration as universities establish metrics for assessing goal
attainment (Sigler, 2017).
Geography, race, ethnicity, and socio-economic status. Diversity within international
student populations is of increasing interest to many universities, as recent growth in has been
largely driven by only a few countries (Altbach & Knight, 2007; Douglass, 2014; IIE, 2017b).
Awareness of the importance of diversity among domestic student populations has evolved to
include race, ethnicity, gender, and socio-economic status, and is viewed as an important
component of class composition (Wertsch & Sarai, 2017). Similarly, factors of diversity must be
considered in constructing international strategic management plans that are comprehensive and
globally representative (Johnson & Banks, 2017).
In considering diversification strategies, universities are beginning to explore innovative
recruitment practices to increase higher education access to a broader demographic of
international students (Hossler & Bontrager, 2015; Sigler, 2017). Data collected by IIE indicates
that 80% of international students are paying for university in the U.S. with family or personal
funds (IIE, 2016). As the United States maintains the costliest higher education program in the
STRATEGIC INTERNATIONAL ENROLLMENT
42
world, it is likely that the majority of international students at U.S. college campuses belong to
higher socio-economic strata (McKenna, 2015).
Impact of Student Enrollment Management on Institutional Reputation
Global branding. Often, international student recruiters serve as ambassadors of their
universities to a much broader audience than prospective students and secondary school
counselors (Mathis, 2010). Perceptions of an institution may be created by singular or limited
interactions with an admissions or recruitment officer, rather than an academic or administrator,
as faculty or more senior university leaders may be less likely to engage in many countries where
international student recruitment takes place (Merchant et al., 2014). Current student word-of-
mouth also plays an important role in brand perception among students (Gai, Xu, & Pelton,
2016). Consensus exists among influential leaders within the field of SEM regarding the
importance of institutional branding, affinity messaging, and perception of prestige in attracting
well-qualified prospective international students, and successful international student
engagement must consider and employ a comprehensive, yet relatable characterization of a
university (Naidoo, 2007; Sung & Yang, 2008).
Perception of institutional brand and value among international students has been tied to
other factors of assumed prestige. International students place value upon university heritage,
which has been shown to be a key influencer in the university selection process (Merchant et al.,
2014). University heritage, as it relates to branding, draws upon factors of institutional age,
history, tradition, and academic distinction. As an important component of a university’s brand,
Merchant et al. (2014) point to students’ perceptions of a university’s heritage as being related to
idealized campus landscapes, facilities, athletics, and ceremony (2015). As an important driver
of brand identity, recruitment messaging to students should be honest and convey the heritage of
STRATEGIC INTERNATIONAL ENROLLMENT
43
an institution for it to successfully build affinity for the institution among prospective students
(Merchant et al., 2014). Such targeted recruitment communications are a vital component of
international SEM (Hossler & Bontrager, 2015; Sung & Yang, 2008).
Institutional position in rankings. When surveyed, international students studying in
the U.S. were most likely to indicate institutional reputation and perceived academic quality as
the primary influencer upon the decision of which institution they were likely to select for
tertiary studies (Obst & Forster, 2005). In examining common characteristics of perceived
prestige, of those universities in the U.S. which enroll the largest numbers of international
students, all but one hold positions in the top 100 universities in the Best Colleges rankings
published by U.S. News & World Report (U.S. News & World Report, 2017). When considered
in tandem with the concentration of AAU and research universities among the top receivers of
international students, it is possible that international students may hold preferences for certain
institutional characteristics.
Relatedly, the presence of international learners on a campus can influence a university’s
ranking among national and global indexes (Avralev, Rykhtik, Baluev, & Efimova, 2016; Tan &
Goh, 2014). Major global rankings consider an institution’s reputation within the field of
academia among various metrics such as international engagement and overall admission rates,
in determining a university’s overall ranking (Marconi & Ritzen, 2015; Merchant et al., 2014).
In developing strategies to engage prospective international students, admissions officers should
consider the circular relationship that exists between global rankings, university position,
attractiveness to international students, and likelihood of student enrollment based upon those
factors (García, & Villarreal, 2014)
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International Student Relationship Development. International student success at U.S.
universities requires commitments of support from the host campus that extend beyond
academics (Wu, Garza, & Guzman (2015). The interpersonal connections that are formed during
the university search process are often extended to include university admissions officers,
student ambassadors, and faculty (Mathis, 2010). Personalized, substantive, and authentic
communication from university admissions officers is vital to developing relationships with
prospective students, as well as those who may influence a student’s university selection
(Hossler & Bontrager, 2015; Mathis, 2010; Sigler, 2017). Successful communications with
students and influencers help to establish trust in the institution, while solidifying university
brand identity and perceptions of prestige (Sigler, 2017). Relationship cultivation, development,
and maintenance is key to sustained, successful engagement in international student recruitment
markets (Altbach & Knight, 2007; Hossler & Bontrager, 2015)
Commodification of International Students
Debates regarding the ethics of commodifying international students continue within the
field of higher education, with critics claiming that often these activities are performed under a
guise of internationalization (Brandenburg & de Wit, 2011). While the field of higher education
has addressed certain aspects of commodification, conflict exists between varying institutional
and professional opinions as they relate to this phenomenon, most typically between non-profit
and for-profit viewpoints.
Commission-Based Agents
One criticism of commercialization involves the use of commission-based agents in
recruitment of international students. Agents are contracted representative who function as
recruiters for one or more university but are not employed directly by the institution(s) they
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represent. Agents are paid a commission based upon the number of students that ultimately
enroll in a university. Commissions may be paid as an agreed upon figure per enrolled student,
or as a percentage of the tuition collected from a student throughout the course enrollment
(Redden, 2014). The use of commission-based, sometimes referred to as incentive-based,
agents in the recruitment of students has long been a topic of concern within university
admissions organizations (Mazzarol & Soutar, 2002; Wilkie, 2013).
In 1992, the United States Higher Education Act (HEA) was reauthorized to include bans
on commission-based compensation for admissions and financial aid personnel at U.S.
universities (Higher Education Act, 1992). This was done in response to abuses that had
occurred primarily at for-profit universities engaged in “high-pressure sales tactics” when
recruiting students (NACAC, 2006). The reauthorization put into place consumer-protection-like
regulations meant to reduce harm to students recruited to universities under false pretenses. The
1992 amendments to HEA were directed at federal financial aid abuses. As international
students are not eligible to receive federal financial aid, the prohibition of commission-based
recruitment incentives did not apply to non-U.S. citizens (NACAC, 2006).
In 2015, NAFSA: The Association of International Educators (NAFSA) issued a
statement acknowledging the controversy surrounding the use of agents. Rather than taking a
position, the association provided resource guides to working with agents, as well as various
external opinion statements on the topic (NAFSA: The Association of International Educators
[NAFSA], 2015). Conversely, NACAC has been more actively involved in the controversies
that surround the use of paid agents.
NACAC is a member organization that maintains a “Statement of Principles of Good
Practice” (SPGP), which is a set of governing policies by which members must abide (NACAC,
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2016). Until 2013, any member institution of NACAC which used commission-based agents
was in violation of SPGP and subject to censure. In 2013, the SPGP document was
contentiously amended to allow for the use of agents, while still recommending against it (Saul,
2016). Agents have been shown to have a significant impact upon international students’
university choices, and concern remains that financial considerations of the agent overshadow
objective advising of students in the college selection process (Mazzarol & Soutar, 2002). With
one exception, no university within the AAU utilizes commission-based agents in the
recruitment of international students.
For-Profit Language Pathway Programs
Commodification of international students can also be found in the form of privatization
within the field of international education, and the rise of partnerships between for-profit
pathway providers and non-profit universities has created additional controversy among strategic
enrollment managers (Klahr, 2016; Redden, 2014; West & Addington, 2014; Winkle, 2013).
Recently, this topic has arisen surrounding the outsourcing of English language pathway
programs by non-profit universities to for-profit entities. Most often, pathways target
international students who do not meet English language proficiency criteria necessary for
standard university admission (Epstein, 2010). Pathways are housed on university campuses,
utilize university branding, but independently administer student programming, support services,
and classes. Students are recruited by and admitted to the pathway, rather than directly to the
university.
There is a financial incentive to universities who partner with pathway providers.
Pathways commit to enrolling large numbers of international students who will ultimately fill
seats in university classes. In addition to the fees charged by the pathway, students pay full
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tuition to the university, with some portion of those monies being retained by the provider. The
university collects the remaining balance, often on a percentage schedule that decreases as
students proceed through a degree program (Teachers of English to Speakers of Other
Languages, Inc. [TESOL] the American Association of Intensive English Programs [AAIEP],
and University and College Intensive English Programs, 2010).
Tension surrounding pathway programs has built among faculty. Traditional English as a
Second Language (ESL) programs are often absorbed into, or displaced by, pathway programs.
In 2010, three leading professional organizations which represent faculty and administrators
from within the ESL community issued a position statement to address the rise of for-profit
pathway programs at universities. Teachers of English to Speakers of Other Languages, Inc.
(TESOL), the American Association of Intensive English Programs (AAIEP), and University
and College Intensive English Programs, pointed out that the revenue generating potential of
ESL programs was causing some universities to consider “economic benefits over assurances of
educational quality” when approached by external entities (2010). The group called for
universities to consider implications to accreditation and educational standards when considering
proposals from pathway providers. The want for revenue at the cost of student experience is a
common argument against commercialization (Couturier, 2002)
After the University of South Florida signed with INTO, one of several for-profit
pathways, the university lost accreditation from the Commission on English Language Program
Accreditation (CEA). Similarly, Oregon State University’s CEA accreditation was revoked after
signing with INTO (Fischer, 2010). While this may not have significant impact upon attracting
student interest in pathway programs, loss of accreditation may impact the likelihood of admitted
international students to obtain educational visas. Mark Algren, Executive Director of the Center
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for English Language Learning at the University of Missouri, points out that unaccredited
programs may also have difficulty attracting high quality faculty to instruct in ESL courses (M.
Algren, personal communication, August 4, 2016).
To varying degrees, both for-profit pathways and many existing ESL programs on
university campuses segregate international students from the general student body. The model
employed commonly by pathways centralize all campus support services into the pathway itself
(Redden, 2014). This can be viewed as an economic benefit to a university, as it alleviates
pressure upon university resources. However, research shows that international students who
exhibit a stronger sense of university identity are more likely to exhibit higher levels of school-
life satisfaction, and reduced psychological stress (Cho & Hongsik, 2014). The extent to which a
student identifies with a host university may ultimately influence student success (Bliuc, Robert,
Goodyear, & Hendres, 2011). The degree of segregation from general university services and
the broader campus community are concerns expressed by opponents of commercialized
language programs (Collins, 2008).
Sabine Klahr, Deputy Chief Global Officer at the University of Utah, has published a
statement of consideration regarding the commercialization of English language programs on
NAFSA’s behalf (2016). Klahr identifies the providers as “turn-key international recruiting
companies,” drawing a direct relationship between the commercial activities of recruitment and
English language learning. Rather than stating a position regarding these commercial activities,
NAFSA has identified potential risks and benefits involved.
Tensions within the field of admissions. The importance of international students to the
educational, diversity, and revenue goals of many universities has created a global marketplace
for international education, but is an area that remains largely absent of ubiquitous standards and
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protocols in recruiting and enrolling students (Couturier, 2002; NACAC, 2016). Within the
contexts outlined above, opinions vary regarding commodification of international students
within U.S. higher education (Brennan & Dellow, 2013). Proponents of commission-based
agents point to the realities of higher education as a competitive, global marketplace
(International Consultants for Education and Fairs [ICEF], 2012), while detractors argue that the
best interests of the student are inherently in conflict with incentive-based models of recruitment
(Saul, 2016). Doubters of for-profit pathways decry a lack of transparent data to support or
refute their effectiveness (Winkle, 2013). Supporters of the pathways point to fluctuating or
modest funding available for recruitment of international students, and to international student
programming, as evidence for the success potential imbedded within a pathway program
(Oguntoyinbo, 2014). The controversy has import, but little moderation within the field.
Office of International Admissions Knowledge,
Motivation, and Organizational Influences
Knowledge and Skills
Krathwohl’s knowledge taxonomy. Four categories of knowledge are identified in
Krathwohl’s revision of Bloom’s Taxonomy (2002). These four categories, factual, conceptual,
procedural, and metacognitive, can be employed to conceptualize the factors impacting
international SEM at UW. Introduced below, assumed knowledge factors will be further
explored in Chapter Three.
Factual knowledge is comprised of general facts related to the subject of study.
Conceptual knowledge considers more complex understanding of principles that underlie fact,
such as categorization or relation of one concept to another. Procedural knowledge involves an
understanding of processes, which may involve a series of smaller, less complex tasks, but
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culminate in a larger, complex practice. Metacognitive knowledge involves activities such as
reflection or analysis (Krathwohl, 2002)
Understanding global positioning and institutional branding. IAOs must know the
resources available related to international student mobility trends (Sigler, 2017). They must
also have knowledge of the major global university rankings indexes, as well as the position of
their university on those indexes. IAOs should have a factual knowledge of which universities
have been identified as peers, which have been identified as aspirant institutions, and how those
determinations are made (Beisser, Friga, Krasnov, & Phillips, 2016; D’Allegro & Zhou, 2013;
Fuller, 2012). IAOs must know the primary influencers of international student choice in
selecting a university (McFadden, Maahs-Fladung, & Mallett, 2012; Mathis, 2010).
The concepts of brand positioning among peer institutions must be understood by IAO’s,
as well as concepts related to institutional affinity (Merchant et al., 2014). They need to
understand the importance of adherence to best practices of student progression through the
enrollment management process as established by and with peer institutional cohorts (Beisser et
al., 2016). IAO’s must know how the interplay of geopolitical, geo-economic, and global
educational infrastructures influence international student mobility (Altbach & Knight, 2007;
Sigler, 2017). A solid understanding of predictive international student enrollment models is
also necessary for successful IAOs (Hossler & Bontrager, 2015).
Metacognitively, IAOs must reflect upon existing recruitment and enrollment practices
that are effective, as well as those they have observed at other institutions (Sigler, 2017). They
must reflect upon cultural impediments to successful international student engagement or
relationship development (Mathis, 2014). Self-reflection is required of IAO’s in order to assess
the ways in which their work impedes or supports the work of the OIAs (Sigler, 2017).
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Motivation
Factors of motivation can be categorized by choice, persistence, and mental effort (Clark
& Estes, 2008). In regard to engagement with peer universities, IAOs need to value the
importance of interacting with professional organizations related to the field of international
education and/or SEM (Hossler & Bontrager, 2015). They must further value the university-
established set of peer institutions (Rueda, 2011). It is important that IAOs’ value the
development of an international strategic recruitment plan (Hossler & Bontrager, 2015; Rueda,
2011).
Self-efficacy can be defined as the belief one has in one’s ability to accomplish or be
successful at a task (Bandura, 1997). Bandura states that self-efficacy has influence upon one’s
emotional reactions and to what extent one does or does not import the value of a task (1997).
The self-efficacy of OIA staff as they engage in the work of international strategic planning will
have impact upon their motivation, productivity, and persistence (Bandura, 1997).
IAOs must have confidence in their ability to collect data related to international student
enrollment (Sigler, 2017). Confidence should be felt in the position of IAO’s institutions within
established university peer groups, and to fee positively about their position within among that
group (Mathis, 2014). IOS must be confident in their abilities to leverage data and experience to
successfully support and inform strategic planning (Hossler & Bontrager, 2015). They must also
feel certain in their understanding of established best practices within that group and within the
broader field (Hossler & Bontrager, 2015).
Organizational Influences
Gallimore, Goldenberg, and Weisner (1993) point to the cultural settings and models of
an organization as having influence upon stakeholder success. Specifically, they state that
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policies and procedures, cultural settings and models can either impede or support the work of
stakeholders within an organization. Understanding the organizational factors at play as
universities develop, implement, and maintain strategic international plans is key to the ultimate
success of a university in meeting established international student enrollment goals (Altbach &
Knights, 2007; Rueda, 2011).
IAO’s require access to key resources such as databases and libraries that support
international student mobility analysis (Sigler, 2017). Universities need to provide access to
professional engagement outside the university, as means to enhance skills, but also to develop
meaningful relationships with advisors to international students involved in the university
selection process (Hossler & Bontrager, 2015). Funding adequate to support the recruitment
activities necessary to attract international students must be available to IAOs (Goff, J. as cited in
Hossler & Bontrager, 2015; Mathis, 2014).
Alignment of university policies, processes, and procedures that support international
student recruitment must exist in order for IAOs to be successful (Altbach & Knight, 2007;
Douglas, 2014). Relatedly, IAOs require guidelines related to international student recruitment
practices that are in-keeping with the best practices within the field (Altbach & Knight, 2007).
IAOs must also have clearly defined outcome goals communicated to them by university
decision-makers (Hossler & Bontrager, 2015).
Stakeholders are influenced by the cultural setting and models of an organization (Rueda,
2011). In strategic enrollment planning, IAOs need to have input in the setting of institutional
enrollment goals (Sigler, 2017). Within the university setting, it is important that IAOs are
integrated within the campus community, and that the community values and is welcoming to
international students (Lee, 2010; Smith & Ota, 2013)
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Conclusion
International student enrollment at universities in the United States has grown
significantly during the past 10 years, and is important to U.S. universities for several reasons
(Hegarty, 2014). Hosting international students on U.S. campuses benefits domestic students’
learning outcomes as opportunities are created for international-domestic student dialog,
exposure to global perspectives, and experience working with diverse cultures (ACE, Art &
Science Group, & College Board, 2008). These learning outcomes further address the wants of
employers who have expressed a need for more globally-competent university graduates
(Association of American Colleges and Universities [AACU], 2008).
The financial benefit to U.S. universities who enroll international students comes in the
form of tuition revenue (Deschamps & Lee, 2015). This has become increasingly important to
publicly funded institutions who have become more reliant on tuition income to fill funding gaps
created by declining state support (GAO, 2014; Mitchell, Leachman, & Masterson, 2016).
Increases in international student attendance at U.S. universities has occurred at the same time as
the number of high school graduates in the United States has decreased (Bransberger, &
Michelau, 2016).
The commercial importance of international students to universities has created tension
within the field of enrollment management (Klahr, 2016; Redden, 2014; West & Addington,
2014). Some universities have bypassed consumer protections in place for domestic students in
order to attract and enroll more students from abroad (Winkle, 2013). There is a lack of
guidance related to student commodification schemes within international student enrollment,
which has resulted in ambiguity in the face of changing practices in international student
recruitment and admissions (NACAC, 2015).
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Publicly funded universities in the United States are balancing the importance of
international student enrollment between several competing factors (Hossler & Bontrager, 2015).
The need for sustained or increased tuition revenue, the academic value of international students,
and pressures related to institutional prestige must all be considered when developing strategic
international student enrollment plans (Merchant et al., 2014). In order to develop successful
strategic plans, universities must utilize data, recruitment activities appropriate to their goals, and
both short-term and long-term assessment of progress toward goal achievement (Sigler, 2017).
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CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with meeting an international student
enrollment goal, in which international students would represent 5% of the overall undergraduate
student body by fall 2021. The analysis began by generating a list of assumed influences which
may have been obstructing UW’s ability to meet this goal. The assumed influences were
examined systematically. While a complete gap analysis would focus on all stakeholders, for
practical purposes the primary stakeholder in this analysis was the OIA.
This study was guided by the following questions pertinent to the knowledge, motivation,
and organization within OIA.
1. What is the OIA staff knowledge and motivation related to implementing a strategic
international student recruitment plan, with benchmarked annual enrollment targets, that
meet the 3-year out goal of 5% international student saturation within the undergraduate
population?
2. What is the interaction between organizational culture, context and OIA staff knowledge
and motivation?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Stakeholders of Focus
The OIA at UW has assumed a goal to increase international student representation to 5%
of the total undergraduate student body by the fall of 2021. In order for this goal to be achieved,
several critical activities must happen. Staff within OIA must identify, collect, and analyze
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international student data related to global mobility trends, influences upon university selection,
and global university indexes. Peer institutions must be identified for benchmarking and
examined for best practices. A strategic enrollment plan must be developed that is rooted in
data, and the plan must be appropriately supported and implemented.
The critical activities listed above can be better understood in a sequential structure that
culminates in the development of a strategic enrollment plan. OIA staff will:
1. Identify and collect international student data sources
2. Identify and collect primary influencers upon international student university selection
3. Identify best practices in international student enrollment among peer universities
4. Analyze data and best practices
5. Develop data-driven strategic plan rooted in best practices
Of importance to the work of OIA, this study provides insight into influences upon the
processes necessary to support the structure above.
Methodological Framework
Clark’s and Estes’ gap analysis model was used to identify knowledge, motivation, and
organization influences upon OIA’s ability to successfully achieve international student
enrollment goals first established by UW (2008). The gap analysis was utilized in this
improvement study to assess disparities that exist between a stated goal or goals and a
stakeholder’s attainment of those goals. Assumed influences upon identified gaps were
established through literature related to the topic of strategic enrollment of international students,
as well as through informal interviews and professional knowledge of the topic. Assumed
influences were subsequently validated through analysis of data collected through survey and
semi-structured interviews with stakeholders. Analysis of documents related to international
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student enrollment trends at UW was used to assess progress toward OIA’s performance goal.
From this, research-based solutions are recommended, and a strategic plan for recruitment and
enrollment of international, undergraduate students was developed. A visual representation of
Clark and Estes’ gap analysis is provided in Figure 3.
Figure 3. The gap analysis process.
Potential Influences Within the University
Clark and Estes’ model calls for a more thorough examination of performance that
includes three key components: informal interviews with university stakeholders; an
investigation into the influence of knowledge and skills, motivation, and organization theory; and
a review of literature related to international student mobility and international SEM. Chapter
Two of this study provided an in-depth review of literature related to international student
recruitment and enrollment. Related literature and insights gained from preliminary
conversations with UW stakeholders informed the development a list of assumed influences
upon UW’s performance in enrolling international undergraduate students. Following the Clark
and Estes’ model, these assumed influences were assessed through this study. The list of
assumed influences is outlined at the conclusion of the chapter in Table 4.
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Issues related to a university’s performance in strategic international recruitment and
enrollment often are assumed to be related to cost or prestige. While they may have influence in
students’ selection processes, the presumption that these factors alone affect a university’s ability
to attract, admit, and enroll international students may result in a university neglecting other
important influences upon international student enrollment. Further insights into potential
influences upon international student enrollment at UW are explored in the sections that follow
within this chapter.
Preliminary Scanning and Observations
Institutional Context
Prior to collecting data for this study, informal conversations were held with UW
leadership within the division of enrollment management, as well as the staff within the vice
provost of international affairs’ office. In addition to assumed causes of low international
student enrollment related to gaps in knowledge and skills, motivation, and organization, the
context in which UW operates has been considered in this study. Table 3 below outlines the
themes gained through preliminary scanning and observation that were used to inform the list of
assumed influences shown in Table 4 at the conclusion of this chapter.
Table 3
Themes Gained Through Preliminary Scanning and Observation
Themes
Factors Used to Inform Assumed KMO Influences
Knowledge Motivation Organization
Changes within student perceptions of institutional brand X
Absence of a university-approved list of institutional peers X
Lack of clarity surrounding the strategic goals and priorities of
the university
X X
Institutional focus on maintaining position with the AAU X X
Opacity in the goal-setting process of EM X
Imposition of austerity measures X X
Staff hiring and salary freezes X
Reduction of OIA presence within professional organizations X X
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Following 17 years of enrollment growth, the University of Williams experienced a
significant decline in applications and enrollment among all demographics of its undergraduate
student population, starting with the fall 2016 enrollment term (UW, 2016). While declines were
measured in applications from students within UW’s state, more precipitous application decay
occurred among domestic non-state-resident students and from students outside the United
States. The decline in applications followed a period of unrest and protests on the campus
related to social justice concerns expressed broadly throughout the campus community. These
events gained national and international attention. Conflicts between students, faculty,
administration, and state political leaders, resulted in the high-profile departures of several senior
leaders, which caused further disruption to the campus. Both the VPEM, and the VPIA positions
were vacated during this period, further contributing to instability within leadership offices
which both impact the work of OIA.
Concurrently, UW’s position on several university rankings systems fell, including the
QS World University Rankings, and the Times Higher Education Academic Ranking of World
Universities (2017). For the first time since its inception, UW was no longer ranked among the
top 100 universities in U.S. News & World Report’s Best Colleges Rankings (U.S. News, 2017).
This is of importance not only to UW’s perception among prospective students, but also has
impact upon the university’s position with the AAU. Maintaining its position within the AAU
has been identified as the paramount goal of university senior leadership, and one from which
many of UW’s broader institutional goals are positioned.
By January of 2017, both the VPEM and the VPIA were filled, and new senior campus
leadership was installed. Subsequently, university enrollment goals are in the process of being
reviewed by an appointed task force, however OIA staff have not been invited to participate
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within this group. Although international undergraduate student enrollment has been identified
by UW as an important population to grow for both financial and educational purposes, there is
currently no existing strategic recruitment and enrollment plan specific to this population.
Development and implementation of a strategic plan will be informed by observations of
knowledge and skills, motivation, and organization influences upon the planning process gained
from this study.
Knowledge and Skills
Successful recruitment and strategic enrollment plans rely on multiple sources for data
(Hossler & Bontrager, 2015). The transitional period that UW experienced resulted in OIA
assuming a more reactive position to recruitment and admission activities. A strategic plan was
in place prior to the events of fall 2015, but that plan was ill-equipped to address the changes that
occurred within UW’s international student applicant pool, as well as the perception of the
university among prospective international students. The development of an updated strategic
recruitment and enrollment plan requires access to factual knowledge of international student
mobility data sets, university ranking systems, and influencers upon international student
university choice.
A list of peer universities had not been provided to OIA staff by UW leadership. In
absence of that, the assumed peer group included publicly funded, Midwestern, AAU
institutions. While the assumed peer group may be similar in structure, mission, and research
production, they vary considerably in global rankings and prestige. It is necessary that OIA staff
possess the conceptual understanding to differentiate peer from aspirant institutions within this
cohort of universities, and the various degrees to which those universities are able to attract and
enroll international students. UW’s position within the AAU has influences upon certain
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practices in recruitment and admission work, however, it is important that OIA staff understand
the distinction between a peer and aspirant group in terms of their strategic plan.
Motivation
Given the prescriptive origination of enrollment goals at UW, the extent to which staff
within OIA place substantial value in the goals of the university was examined. Staff
perceptions surrounding the goal-setting process were explored. The extent to which changed or
evolving goals established by new senior leaders may have impacted OIA staff motivation was
explored. Relatedly, possible differences in OIA’s understanding of UW’s recruitment and
enrollment funnel and those held by EM leaders were examined within this study.
The mood of OIA staff was examined as an additional factor in their ability to
confidently develop a strategic plan. As the finances of UW were impacted by falling
recruitment and reductions in state appropriations, the university placed greater emphasis on the
importance of non-resident domestic and international student tuition revenue. This factor was
examined to identify an influence present upon OIA staff perceptions regarding the nature of
their work as being of importance to not only the financial well-being of UW, but also to its
foundational mission of education.
Organization
Significant funding cuts and reductions in departmental budget have restricted
recruitment activities in which UW had previously invested. This has impacted OIA’s in-
country engagement in recruitment of students in emerging international markets. OIA
leadership has noted the impact that resource reduction has had upon staff engagement with
professional organizations within the field of international education. Cancelled or reduced
involvement in professional organizations in which UW is eligible to participate has influence
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upon the UW brand internationally. This study examined whether reduced visibility within the
international student recruitment field further eroded OIA’s ability to achieve stated enrollment
goals.
The university enacted a hiring freeze in 2015 that remains partially in place. As
personnel within OIA left UW, their positions went unfilled. In March of 2017, permission was
granted to fill one of two vacant credential evaluator positions, but training for this position
requires a minimum of six months. A need for fully-trained admission officers impact
responsiveness to applicants, as well as an admissions unit’s agility in reaching complex
admissions decisions. The extent to which these factors have influence upon the creation of
proactive recruitment and enrollment strategies that are current and responsive to international
student trends was explored.
The emphasis placed upon AAU status by UW administrators is a factor in OIA’s
performance. While the university has defined its academic peer group as those institutions
within the AAU which have similar characteristics as UW, that peer set may from perceptions
held by international students, who may consider other factors when contextualizing UW within
the broader landscape of U.S. universities. If international student enrollment goals have been
established at UW based solely upon assessment of related performance at AAU peer
institutions, achievement of those goals may not be likely. This topic was examined through
interviews conducted within this study.
Population
The population of focus for this study was the staff of OIA and leadership staff within the
EM division charged with supporting or directing strategic international student recruitment and
admissions activities. At the outset of this study, OIA was comprised of one director, two ADs,
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63
and three credential evaluators. During the course of the study, two credential evaluators left the
university. Only one of the vacant positions was refilled due to the hiring freeze the university
has imposed. Subsequently, throughout the data collection portion of this study, OIA consisted
of a total of five staff persons.
The director serves as part of the leadership team within the division of enrollment
management and is responsible to the executive director of admissions and the VPEM for OIA’s
performance in relation to established goals. The AD of international recruitment is the primary
student recruiter within OIA, although recruitment activities are also carried out by the director
and the AD of international admissions operations. International admissions evaluators carry out
analysis of applications, educational credentials, and supporting documents. They are
responsible for rendering admission decisions and communicating with inquiring international
students.
The participant population of this study was four of the six populated staff positions
within OIA, each of whom have influence upon UW’s performance in international student
enrollment. Participants also included the executive director of admissions, and the director of
enrollment management communications. Participants were selected based fully upon their
having some level of responsibility for researching, constructing, implementing, providing
support for and/or directing an international undergraduate student recruitment and admissions
plan. Each participant was aged 18 or older, and participation in the study was voluntary. One
OIA staff person declined to participate. Surveys were distributed to each participant, prior to
conducting on-campus interviews. Data collected from surveys informed the questions used in
the semi-structured interview protocol.
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Data Collection
Permission to collect data in three forms was requested of the University of Southern
California’s institutional review board. The forms of data collection were surveys, interviews,
and document analysis. Qualitative and quantitative data analysis was utilized to assess the
knowledge, motivation, and organizational (KMO) influences upon the strategic enrollment of
international, undergraduate students at UW. Document analysis was conducted to provide
contextual international student enrollment information at UW, identified peer institutions, as
well as national trends in the enrollment of international students. This methodological
combination promoted reliability and validity of data through triangulation of findings.
In preliminary scanning activities, leadership within OIA identified potential university
peers as publicly funded institutions within the AAU. Comparative analysis of interview
responses considered participant reactions to the use of publicly funded, AAU member
institutions as a defacto peer group against which benchmarking of UW performance had taken
place. Assumed KMO influences were explored through comparative review of participant
responses that considered the appropriateness and similitude of identified peer universities, in
terms of attracting international, undergraduate applicants. Currently, UW leadership has limited
formal identification of institutional peers based solely upon membership in the AAU, exclusive
of influencers specific to university selection by prospective students.
Surveys
Using a Qualtrics platform, surveys were delivered electronically to a purposeful sample
that included four of the five occupied positions within the OIA. One OIA position remains
unfilled; another OIA staff person declined to participate. Surveys were also distributed to the
executive director of admissions, and the director of enrollment management communications.
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Prior to receiving the survey, an email was sent to each participant’s UW-provided email address
describing the purpose of the study. Anonymity was ensured, as personally identifiable
demographic data were not requested of participants. The survey was estimated to require
approximately 15-20 minutes to complete and was constructed in English. The survey consisted
of 20 questions that included Likert scale questions, and item selection. It was designed to
explore assumed knowledge, motivation, and organizational (KMO) influences upon UW’s
ability to attract and enroll international students. Survey responses were subsequently used to
guide the construction of interview questions.
Interviews
Semi-structured interviews of each participant were conducted in-person at UW. All
interviews were conducted in a private, on-campus conference room located away from both
OIA and EM offices. Interview guides were employed in the semi-structured interviews that
were conducted. One guide was utilized in OIA staff interviews (Appendix B); a second guide
was used for EM staff (Appendix C). Interviews were conducted with the executive director of
admissions, the director of enrollment management communications, the director of international
admissions, the AD of international admissions operations, the AD of international recruitment,
and one credential evaluator. Interviews with OIA staff included a series of 14 open-ended
questions, while interviews with EM staff contained a series of eight open-ended questions.
Responses provided insight into KMO influences experienced or perceived by staff. Interviews
were audibly recorded and transcribed. Data was stored electronically on a password protected
computer.
Document Analysis
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Document analysis included measurement of international student enrollment trends at
UW since 2008. This analysis identified patterns of enrollment which were considered within
the context of international student enrollment at research universities similar in geography and
level of research conducted. Document analysis further included data published by the IIE.
Validation of Influences
Assumed influences were validated by data collected through the survey, interviews with
OIA staff, and through document analysis. Responses from participants were assessed to
measure the extent to which they do or do not concur with presumed OIA performance issues
established through informal conversations with OIA staff, preliminary scanning of UW
international enrollment performance indicators, and review of relevant literature. In order to
create a holistic understanding of the factors impacting OIA’s performance, questions related to
knowledge, motivation, and organizational influences were posed through both survey, and
through semi-structured interviews (Merriam, 2009). Findings from surveys and from interviews
were triangulated to test for validity. Survey and interview questions are contained in Table 4.
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Table 4
Assumed Influences Validation Table
Assumed Influences Survey Interviews
Document
Analysis
Knowledge
International admissions officers (IAOs) need to know the resources available
related to international student mobility trends
x
IAOs need to know relevant university ranking indexes. x
IAOs must know which universities have been identified as peers and aspirant
institutions
x
IAOs must understand how institutional peers and aspirant universities are
determined.
x
IAOs need to know the primary influencers of international student choice in
selecting a university abroad.
x
IAOs must understand UW’s strategic recruitment activities are influenced by
best practices established within its institutional peer and aspirant group.
x
IAOs need to know how the interplay of geopolitical, geo-economic, and global
educational infrastructures influence international student mobility.
x
IAOs must understand how universities’ position among peer universities
influences brand position and perception.
x
IAOs need to know the categories of influencers upon student mobility within
respective global regions.
x
IAOs need to reflect upon existing practices that are effective, as well as those
they have observed from other institutions.
x
Motivation
IAOs need to value the importance of engaging with professional organizations
related to the field of international education and/or strategic enrollment
management.
x
IAOs must value the university-established set of peer institutions. x
IAOs need to value the development of an international strategic recruitment
plan.
x
IAOs need to feel confident in their position within established peer institutions. x
IAOs need to be confident in their understanding of best practices related to
international student recruitment.
x
IAOs need to remain positive in their ability to support an international strategic
enrollment plan.
x
IAOs must feel positive about their position among and within peer institutions. x
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Table 4,continued
Organization
Assumed Influences Survey Interviews
Document
Analysis
IAOs need access to databases and libraries that support international student
mobility analysis.
x x
IAOs need access to professional engagement outside the university. x x
IAOs require funding adequate to support the recruitment necessary to meet
international student enrollment goals.
x x
IAOs need to have clearly defined outcome goals communicated to them related
to international student recruitment.
x x
IAOs need guidelines related to international student recruitment practices. x
IAOs need to have input in enrollment goal-setting related to international
students.
x
IAOs must be an integrated part of a campus community that values and is
welcoming to international students.
x
Trustworthiness of Data
Data collected from surveys, interviews, and document analysis was triangulated to
ensure trustworthiness. Items and questions posed through both survey and interviews was
constructed from existing literature relevant to international student mobility, strategic
recruitment and enrollment practices. Survey participants’ anonymity was assured throughout
the collection process. All interviews with study participants were conducted privately and data
collected in confidence. Data collected from document analysis was sourced from documents
published by UW’s office of institutional research and division of enrollment management, as
well as from IIE and the SEVP within U.S. Immigration and Customs Enforcement.
Role of Investigator
During the time of this study, the investigator had no current affiliation to UW, but had
previously served in a leadership position within UW’s OIAs. His professional affiliation with
the university concluded in March, 2015. Since discontinuing his relationship with UW, each
member of senior leadership to whom the investigator reported as departed the university. To
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ensure confidentiality, a Data Use Agreement was entered into between UW, the investigator,
and Indiana University, the investigator’s employer at the time of this study.
The investigator maintains professional relationships with several members of
stakeholder groups within the university. Business-related contact continued between the
executive director of admissions, the director of enrollment management communications, and
the investigator. The director of OIA, and one international admissions evaluator previously
reported to the investigator during his employment at UW. Both ADs had worked with the
investigator as professional colleagues, one during his time at UW; the other through subsequent
joint recruitment activities. To ensure appropriate delineation between the investigator’s role as
a researcher and his role as professional colleague, the executive director of admissions at UW
ensured that OIA staff understood that participation in the study was voluntary, and that all
responses would remain confident. No responses that could potentially identify any participant
were made public or otherwise disclosed.
The investigator of this study is employed in an internationally-focused leadership
position at Indiana University (IU). Similar to UW, IU is a large, publicly funded research
university with a broad mission to promote access to tertiary education and support educational
research within its state. Two deciding factors influenced the selection of UW rather than IU as
the university of focus for this study. The investigator was sensitive to power differentials that
would be present between international admissions staff and administrators due to his position at
IU. These dynamics may have influenced or biased participant responses. Having eliminated IU
from consideration as a subject university, the investigator considered the institutional needs
present within UW, which provided an opportunity to conduct research that could be of value to
the institution as it moves forward in addressing the enrollment challenges it has faced in recent
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years. As a publicly funded university which has experienced significant declines in state
appropriations, this study provided insights to UW leadership at no cost.
Data Analysis
This study utilized a mixed methods assessment of both quantitative and qualitative data.
Data were collected through surveys, interviews, and document analysis and subsequently
reviewed to assess knowledge, motivation, and organizational influences upon strategic
recruitment and enrollment of international, undergraduate students at UW. Data from surveys
was examined for common themes and frequency of responses. Audio recordings were made of
interviews. Those recordings were transcribed, and responses to open-ended questions were
analyzed for common themes. Analysis of UW enrollment management documents was made to
examine the university’s historical performance in attracting and enrolling international students.
Additional analysis of data collected from IIE and SEVP related to student mobility trends
examined performance in international student enrollment among universities which host the
largest number international students in the U.S.
Limitations and Delimitations
While participation in the study was robust, the relatively small size of the participant
group represents a limitation to this research. Each position considered within the study was
populated by a single person. Resultantly, data collected from each respective position are
subjective to the perceptions and experiences of one individual.
As a peer and colleague in the field, the researcher’s interpretation of collected data may
be subject to bias. Further bias may result from the researcher having previously held the
position of director within OIA at the university. This may introduce an informality in the
interview process, in which participants may react personally to the researcher, rather than to the
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questions being posed. Potential biases were explored and inventoried by the researcher prior to
collection and interpretation of data gathered through surveys and interviews.
Due to the specificity of this study’s research questions, and the institutional context in
which they were posed, findings of this study are not generalizable to other universities. The
organizational structure in place at UW clearly defined OIA staff as the primary stakeholder
group of this study. International admissions staff at other universities may be more deeply
integrated into enrollment management or international affairs offices. However, findings from
this study may be of value or interest to senior university administrators, and enrollment
managers who are responsible for recruiting international students and composing an entering
undergraduate class. More broadly, the framework of the gap analysis, and the process for
identifying assumed influences through review of literature can be replicated in future
examinations of performance issues related to international student recruitment an enrollment at
other universities.
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CHAPTER FOUR: RESULTS
Research conducted in this study examined influences upon and needs related to the
University of William’s achievement of international student enrollment goals. Clark and Estes’
gap analysis model (2008) was used to assess knowledge, motivation, and organization factors
which were assumed to have influence upon UW’s performance within these goals. Surveys
were completed by OIA staff and EM leadership, as were semi-structured interviews. Data
collected from these activities were analyzed to determine whether assumed influences and needs
identified through informal scanning and relevant literature were validated, partially validated, or
not validated.
In this chapter, findings from that data will be presented. Again, following the Clark and
Estes’ model (2008), these findings will be presented within the context of each of the three gap
analysis factors of knowledge, motivation, and organization. The validity of each assumed
influence presented in Chapter Three will be reported and explored within finding categories
outlined within each of the gap analysis factors. Assumed influences were determined to be
partially validated when participant responses related to a factor were varied. The extent to
which a factor was or was not validated was dependent upon the extent to which a respondent
group had influence upon or authority over that factor. These considerations are discussed in the
narrative of each finding category. Validated and partially validated influences are those which
are either absent for not fully present within the organization but are needed.
Findings presented in this chapter revealed gaps in each of the three Clark and Estes’
factors. There is a need for increased knowledge related to peer and aspirant university
characteristics, and among EM leadership of the international recruitment and enrollment field.
Motivational factors are not primary influencers, although a lack of confidence was shown by
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OIA in regard to UW’s position among assumed peers. Organizational factors impacting
performance were validated within the areas of professional engagement, staff integration, and
goal-setting. Each of these factors will be examined, with key findings grouped within topical
categories. The categories for each finding are outlined within the knowledge, motivation, and
organization sections that follow in this chapter.
Knowledge Findings
Of the 10 assumed influences within the knowledge area of this gap analysis, shown in
Table 5 below, two were validated, two were partially validated, and six were not validated.
Validated or partially validated influences indicate that an assumed influence is not present, and
is therefore needed. Data collected showed that OIA staff possess knowledge of available
resources related to international student mobility and are similarly knowledgeable of how to
leverage those resources to better understand influences upon student migration trends. Data
collected through surveys and interviews showed that participants lack knowledge regarding peer
and aspirant universities. Assumed influences on branding and institutional position were
partially validated. Participant awareness of university rankings, brand, and position were strong
among OIA recruitment staff, but not present among broader OIA staff, nor EM leadership, and
were therefore partially validated.
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Table 5
Assumed Knowledge Influences Validation Table
Knowledge
Finding Category Assumed Influences Validated
Partially
Validated
Not
Validated
Admissions
Resources
International admissions officers (IAOs) need to know the
resources available related to international student mobility trends.
X
IAOs need to know relevant university ranking indexes. X
Institutional Peers
and Aspirant
Universities
IAOs must know which universities have been identified as peers
and aspirant institutions.
X
IAOs must understand how institutional peers and aspirant
universities are determined.
X
IAOs must understand UW’s strategic recruitment activities are
influenced by best practices established within its institutional peer
and aspirant group.
X
Brand, Position,
and Rankings
IAOs must understand how universities’ position among peer
universities influences brand position and perception.
X
Social Influences
Upon Student
Mobility
IAOs need to know the primary influencers of international student
choice in selecting a university abroad.
X
IAOs need to know how the interplay of geopolitical, geo-
economic, and global educational infrastructures influence
international student mobility.
X
IAOs need to know the categories of influencers upon student
mobility within respective global regions.
X
Evaluation of
Work
IAOs need to reflect upon existing practices that are effective, as
well as those they have observed from other institutions.
X
Admissions Resources
Strategic international student recruitment requires knowledge of global mobility trends
among target populations. Survey data indicated that OIA staff were familiar with key resources
related to global student trends, specific to their respective areas of responsibility. Among the
six surveyed participants, two are charged with developing recruitment plans for IAO. Each of
those participants demonstrated awareness of all but two of the common resources which provide
mobility indicators related to global student enrollment. Table 6 contains a list of resources
included in the survey. The OECD’s Directorate for Education and Skills, as well as the EP
Nuffic data resources, were unknown to both OIA participants.
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Table 6
Resources for International Student Mobility Indicators
Assumed Knowledge Influence 1 Known Unknown
IIE Open Doors Report X
SEVP By the Numbers X
U.S. Department of Commerce, International Trade Reports X
OECD's Directorate for Education and Skills X
World Bank data X
IMF Data X
UNESCO data X
British Council data X
EP Nuffic data X
Both resources which were unfamiliar to OIA staff, the OECD’s Directorate for
Education and Skills and EP Nuffic, contain data and reporting that is replicated in other
resources with which OIA staff were familiar. The data provided by the OECD Directorate for
Education and Skills overlap considerably with that available through UNESCO. EP Nuffic data
provide specialized reporting on foreign education opportunities and scholarship schemes, with
concentration on Dutch, ERASMUS, and other European programs.
The assumed influence upon knowledge of global mobility trends among OIA staff
sufficient to form strategic international recruitment strategies was not validated. Operational
staff and EM leadership were largely unaware of external data sources surrounding global
student migration, with no resource being known to any more than one participant from those
groups. However, strategic recruitment planning does not fall under the direct purview of
operational staff within OIA. While, EM leadership does have oversight responsibilities for plan
approval, resourcing, and assessment, the development and implementation of a strategic plan
relies upon the expertise of the OIA leadership and recruitment staff. Accordingly, this influence
was not validated.
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Institutional Peers and Aspirant Universities
Knowing which universities are included in an institutional peer set is important to IAOs
when identifying recruitment territories and recruitment/admissions policies and practices. It is
also important that IAOs are knowledgeable of the factors used to identify peer institutions in
order to establish performance benchmarks. This assumed influence has been validated.
When interviewed, none of the six participants was aware of an institutionally-identified
list of peer universities, nor were they able to point to an officially produced group of
universities to which the university aspires. When asked how the university would identify peer
or aspirant institutions, no participant was able to describe an official set of parameters
established by the university.
In response to questions about aspirant universities, one member of the OIA leadership
team disclosed that when he had previously inquired about this, “…I asked the same question…
and I was told that we really don't have anyone to look to that level.” This statement was echoed
by one member of the EM leadership. When asked who would be responsible for identifying
peer or aspirant universities for benchmarking purposed, this participant’s response was, “I really
don't know. I don't know.” Three of the participants expressed a belief that peer, and aspirant
universities would be those who are geographically and demographically similar, but all agreed
there was no firm criteria or protocol for establishing such a list.
While inconsistent among participants, there was confidence that the university’s place
within an assumed set of peers influences their work. Institutional (M. Algren, personal
communication, August 4, 2016). Belonging within a peer group can have significant influence
upon recruitment and admissions work. Approaches to recruitment may be bound by standards
established by a formal body of peer universities, and expectations of students and secondary
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education officers may be similarly molded by peer group affiliation. Knowledge of how
recruitment and admissions activities are informed by practices and policies established by an
institutional peer set is important for IAOs to maintain. This assumed need has partially
validated. Participant responses are shown in Table 7.
Table 7
Influence of Peer Set upon OIA Work
Peer Sets Influence Work
Participant Groupings
Number of
Participants
Agree Disagree
OIA Operations 2 0 2
OIA Recruitment 2 2 0
OIA Leadership 3 2 1
EM Leadership 2 1 1
Peer Sets Influence Recruitment
Number of
Participants
Agree Disagree
OIA Operations 2 2 0
OIA Recruitment 2 2 0
OIA Leadership 3 3 0
EM Leadership 2 1 1
Participated in Observational Site Visit to Peer University(ies)
Number of
Participants
Yes No
OIA Operations 2 0 2
OIA Recruitment 2 2 0
OIA Leadership 3 2 1
EM Leadership 2 0 2
Both participants charged with operational duties within OIA expressed a belief that the
university’s place among assumed peer institutions had very little influence upon their daily
work. One participant felt that the absence of such influence in admissions operations had led to
greater flexibility in the unit’s daily work and processes. However, both also pointed to
recruitment as an area in which peer institutional influence is likely strong.
Leadership from EM did not demonstrate an understanding of whether the university’s
place within perceived or assumed peer groups influences its approaches to international
admissions or recruitment. One participant pointed to recent expansions by the university into
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additional domestic recruitment regions, which has resulted in greater penetration into high
schools within those areas. This expansion came about as a response to loss of student market
share within the state to more regionally-focused universities that had not been considered as
peer institutions. “Over the past two years, we've seen a decrease in our market share of the
number of high school grads in [the state]. At the same time, we've seen market share increase in
other [regional] schools in the state. We have to be cognizant of that and not become too elite
with our marketing.” This response demonstrates a more reactive approach to peer
benchmarking, and a move away from AAU membership or athletic conference affiliation as a
peer characteristic.
In reference to recruitment strategies, one OIA leader pointed to the university’s decision
to not employ commission-based agents for international student recruitment as an area in which
UW’s placement within a perceived group of peer universities, primarily public AAU
institutions, had directly impacted their approach to recruitment. “I think most AAU institutions,
and many… that we travel together are not working with agents. I think that policy, also, has
kind of been something that we have always looked at our peers.” Another participant expressed
a belief that the university’s visibility within key professional organizations was likely somewhat
attributable to its status as a research intensive, flagship university. He felt that these
characteristics often provide the university “a seat at the table” when important conversations are
being had surrounding best practices within the field.
Three of four participants named areas in which they feel emulation of other universities’
approaches would improve UW’s work in admissions and/or recruitment. Those areas are listed
in Table 8.
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Table 8
Emulation of Peer Institutions
Areas in Which OIA Leadership Would Like to Emulate Peer Institutions
Scholarship offerings
Establishment of one English language proficiency standard
Introduction of Early Action application review process
Holistic admission review process
Development of counselor visit programs
Additional recruiting staff
Placement of unit within proximity to university’s International Center
Brand, Position, and Rankings
The brand perception of a university is influenced by its position among established peer
institutions. Peer set affiliation provides context for prospective students as well as for guidance
counselors in secondary settings. It is important for recruitment staff and leadership to
understand the importance of and utilize brand positioning in recruitment strategies. This
assumed need was partially validated.
Leadership within OIA unanimously pointed to the usefulness of the university’s brand as
belonging to a collective of similar universities. Preliminary scanning had shown that the
university’s membership within the AAU was an important factor when establishing university
policies and strategies. This observation was supported as five of six participants referenced the
AAU as an important group with which the university identifies in recruitment messaging. One
participant stated that association with the AAU has helped UW to gain entry into schools it may
not have otherwise accessed, while also allowing the university to travel with higher-ranked
institutions, “…the day that we fall off AAU, I think that we'll have some severe issues when it
comes to working with some of our peer institutions, just because there may not be much left to
call ourselves their peers.” He further asserted that AAU membership was an important marker
of prestige.
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The remaining two participants were less convinced that the university’s AAU status had
significant influence on prestige. One of these participants believed that AAU membership is
used as a way to overcome deficits in the university’s rankings, which has fallen 51 spots in 8
years on the U.S. News & World Report Best Colleges Rankings. To further the point, the same
participants stated, “It's almost kind of saying, 'Oh, look, you want these Nike Michael Jordan
shoes, but let me get you the same ones from Payless.’”
University rankings impact the brand of a university, as well as its attractiveness to
international students. IAOs must have a clear understanding the university’s position among
student-perceived peer institutions and how that influences students’ impression of the
university’s brand. This assumed influence was not validated.
The importance of university rankings upon student choice were referenced by each
participant during the course of interviews. However, survey responses showed that only one
participant had reviewed each of the most commonly known rankings indexes. Responses are
shown in Figure 4. Collected data showed the U.S. News & World Report Best Colleges
rankings were those most commonly accessed. Four of six survey responses indicated that the
ranking index had been accessed by them within the past six months. Of note, no participant
from within EM leadership indicated they had any interaction with international university
rankings indexes during this period, but both had interacted with domestic university rankings
published by U.S. News & World Report.
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Figure 4. University rankings indexes accessed within the most recent six months.
Relatedly, two participants pointed to rankings as a possible marker that might be used to
identify university peer or aspirant sets. Another participant stated that individual program
rankings may shore up “magnet” programs, those which hold high rankings and attract higher-
performing students, making them more attractive to prospective students.
There was no evidence that the university’s various rankings have yet influenced
development of recruitment strategy. However, when discussing the importance of rankings, one
participant stated, “Yes, [UW] is the big fish in the pond when it comes to [the state], or perhaps
some area of the Midwest, too. As soon as you start looking outside, or even outside of the
United States, that's not the case anymore. Where do they go? They go to rankings.” This
participant expressed a belief that rankings will likely play a more prominent role in considering
future recruitment strategies. When discussing recruiting travel partners, the participant stated,
Times Higher Education (THE)
Yes No
QS World University Rankings
Yes No
ARWU (Shanghai Index)
Yes No
U.S. News & World Report
Yes No
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“That means that we're maybe going to have to incorporate [similarly ranked, but not AAU-
member] schools that are working very hard to increase international populations, but that are
probably at a little bit more of a similar brand to us as far as the ranking situation.”
Social Influences Upon Student Mobility
Awareness of social influences upon student choice is an important component of
strategic recruitment planning. Geopolitical, geo-economic, and global educational
infrastructure each carry substantial influence upon international student mobility. Other social
influences may be of significant or equal importance in this area. Accordingly, IAOs must
understand which factors have significant influence upon students’ university selection process.
Additionally, understanding how influences upon student choice vary from one part of the world
to the next is crucial in developing recruitment messaging, and also to establishing expectations
specific to a recruitment territory (James-MacEachern & Yun, 2017). IAOs must be
knowledgeable of global differences related to influences on university choice among students.
These assumed influences were not validated.
Survey data show that among OIA leadership and recruitment staff, there was awareness
of available resources that provide insight into things that influence student choice. This belief
was strongest among those OIA leadership charged with development of recruitment strategies.
Conversely, EM leadership expressed a lack of knowledge in this area. Responses are shown in
Figure 5.
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Figure 5. Awareness of influencers upon student choice.
When interviewed, the survey participants who did not feel knowledgeable in this area
expressed a desire to become more informed. Each of the remaining three participants from OIA
were able to clearly articulate several factors which influence university selection among
international students. Further, they were each able to identify geographic regions in which one
factor may have greater import than another. Expanding upon this, two members of the OIA
leadership team described the value of program matching with the economic or development
needs of a specific region or population when determining approaches to recruitment. Other
identified influences included admissions-family relationship development, peer experiences or
“word-of-mouth,” institutional or program rankings, engagement with alumni, and the presence
of immigrant populations within a university’s community. One interview response showcased
awareness of regional nuances present within student choice, saying, “China, for sure, will be all
ranking. It's these, I call them "hard cold selling facts" and everything. For example, Latin
America is all about personal relationships.”
Leadership within OIA who have been charged with developing recruitment strategies
further demonstrated knowledge of how to identify prospective recruitment regions. Empirical
research and data were pointed to as the most common and useful forms of targeted recruitment
identification. In addition to data resources identified in Table 5, OIA staff employ historical
1
2
3 1
1
OIA Operations OIA Recruitment OIA Leadership EM Leadership
Knowledgeable About Available Data Related to
International Student University Selection Process
Yes No
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application and enrollment trends and data specific to geographic locations and feeder high
schools, “…it's coming off of past data, as far as where our current enrollees, where the majority
of them are coming from, where does it then make the most sense for us to get back to.”
Evaluation of Work
Insular or outdated approaches to recruitment practices or admissions policies may
negatively impact an institution’s ability to react to or address often shifting characteristics of
global educational systems, political and economic circumstances, and student expectations.
Candid assessment of existing policies and practices, as well as observation of best practices
employed by other universities, is important in implementing admissions activities which support
strategic recruitment. These assumed influences were not validated.
Although only two of six participants have been part of observational site visits to other
universities (Figure 6), interview responses demonstrated a willingness among OIA staff to learn
from and employ practices that have proven to be successful at other institutions. Referring to
English language proficiency standards for admission, one participant stated an awareness that
public AAU universities had been used to benchmark UW’s English proficiency requirement for
admission, and had resulted in an increased standard, “We were really dealing with some of the
negative perception that came from having one of the lower English language requirements in
our AAU peer set, and just how hard it was to get support, how hard it was to get people to even
understand why it was a problem.” The participant felt that differing standards for various
schools and colleges on campus places UW at a competitive disadvantage and is sometimes
confusing for students. This is one example of several structural assessments or observations
made by participants.
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Figure 6. Observational site visits.
Each OIA participant pointed to the importance of better integration with the
international student services team. That unit produces immigration documents for students,
conducts arrival and orientation programming, and was unanimously identified as important to
international student enrollment. Internally, three of the four participants pointed to
improvements in OIA’s ability to communicate with and for students’ post-admission/pre-
enrollment, but suggested that additional improvements are needed. One participant summarized
sentiments expressed by each of these three responses,
At some point, the communication from [OIA] stops, and then the international center
takes over. [They] are not part of seeing [they are part of] attracting students to come.
Then, it's a moot point, because, at some point in the chain, when you want a student to
commit to you, [the student] is going to have a bad experience, and they'll say, “Forget it.
This is not the institution. This one over here, they were just super, more willing and
friendly.”
Both OIA and EM leadership pointed to the impact of the university’s admission
practices upon international student perception and admission flexibility. The employment of
threshold-based admission, in which admission is offered to all students who meet a quantifiable
set of admission standards, was identified as restrictive when considering the nuances of student
1 1 1
1 1
2
2
OIA Operations OIA Recruitment OIA Leadership EM Leadership
Participated in Observational Site Visits
to Other Universities
Yes No
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performance in global educational systems. The use of threshold admission practices rather than
holistic admission review, in which academic performance is considered as only part of a
broader set of criteria, was referenced as being detrimental to perceptions of prestige,
In regard to threshold, I think students self-select out a lot. They could look at our
admission requirements online or what not, or ask about it, see our literature and they
automatically write us off, even if they're close.
Similarly, rolling admission practices were viewed as detracting from prestige. Rolling
admission practices are those in which universities issue admission decisions as student
applications are completed and reviewed, rather than releasing decisions according to priority,
regular or other decision deadlines. The later process, referred to as decision-release, is more
commonly practiced among selective universities, and is prevalent among AAU member
universities.
Motivation Findings
Of the six assumed influences upon motivation, one was validated, three were partially
validated, and two were not validated. Validated or partially validated items are those that are
absent or not fully present among participants, but are needed. Items that were not validated are
meaningfully present at UW. Survey and interview responses from OIA staff validated the
assumed need for confidence in UW’s position among peer institutions. Relatedly, participants
expressed value in an established institutional peer group, but are disadvantaged by the lack of a
university-approved list of peers. Findings from other partially validated assumed influences
showed divisions between OIA operations and OIA leadership, as well as differences between
OIA staff and EM leadership. These were present within self-measures of confidence in abilities
related to international recruitment planning, and in access to and value of professional
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engagement. Assumed influences related to confidence in understanding of best practices and in
the influence of participant work upon strategic planning were not validated. Findings are shown
in Table 9.
Table 9
Assumed Motivation Influences Validation Table
Motivation
Finding
Category
Assumed Influences Validated
Partially
Validated
Not
Validated
Work and
Strategic
Planning
IAOs must be confident in their abilities to utilize data sources to
develop international recruitment plans.
X
IAOs need to be confident in their understanding of best practices
related to international student recruitment.
X
IAOs need to feel confident that their work influences strategic
planning and implementation.
X
Peer Institutions
IAOs must value the university-established set of peer institutions.
X
IAOs need to feel confidence in their position within established
peer institutions.
X
Professional
Development
and Engagement
IAOs need to value the importance of engaging with professional
organizations related to the field of international education and/or
strategic enrollment management.
X
Work and Strategic Planning
The work of international admissions involves many components and is commonly
conceptualized as an enrollment funnel. The funnel begins with student recruitment and
proceeds through application evaluation, admission decision processes, and encouragement of
admitted student enrollment. The creation and support of a successful enrollment funnel requires
the use of several data sources to inform the development of a strategic international recruitment
plan. Throughout that process, it is vital that IAOs are confident in their abilities to access and
analyze data. This assumed need has not been validated.
Areas of responsibility among OIA staff are separated by functional titles into those
charged with operational duties, and those charged with recruitment duties. However, overlap
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occurs, with operational staff being called upon to act as recruiters, and recruiting staff supplying
support to operational staff persons. Survey data show a confidence divide between IAO
operational and recruitment staff, with operations personnel expressing a lack of confidence in
their ability to utilize data in the development of recruitment strategies. Responses from EM
leadership evidence the same lack of confidence, while OIA recruitment staff showed certainty
in their ability to do so, as shown in Figure 7.
Figure 7. Ability to use data to develop recruitment strategy.
Within the UW structure, OIA recruitment and leadership staff are charged with
development and implementation of strategic planning for their unit. As such, the influence of
EM leadership and operational staff upon planning is reduced. This influence is partially
validated as personnel outside the OIA recruitment team are not involved in the planning
process.
The implementation stages of a strategic plan require that IAOs are confident in their
understanding of best practices related to recruitment activities, as well as admission practices.
Admissions practices include the operational functions of an admissions unit, including foreign
education credential analysis, development and support of admission application platforms,
2
4
OIA Operations & EM Leadership OIA Recruitment
Confident in Ability to Utilize Data Sources in
Development of International Recruitment Plans
Strongly Agree Disagree
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collection of application documents, and student communication planning. These assumed
motivation influences have not been validated.
Survey data show two divides in participants’ confidence in international admissions and
recruitment best practices. Senior OIA staff expressed confidence in their ability to evaluate
international secondary credentials. One OIA participant did not report similar confidence. It is
important to note, however, that this participant had not yet completed one full admission cycle
in his position and was still considered in-training. Neither participant from EM leadership felt
confident in their ability to carry out such an evaluation, as shown in Table 10.
Table 10
Ability to Evaluate International Credentials
Participant is Confident in His/Her Ability to Evaluate an International Secondary Credential
Participant Groupings
Number of
Participants
Strongly
Disagree
Disagree Agree
Strongly
Agree
OIA Staff 4 0 1 1 2
EM Leadership 2 1 1 0 0
When interviewed, both OIA and EM leadership expressed confidence in the abilities of
the OIA staff to translate and apply UW admission standards across many educational systems.
While EM leadership’s lack of confidence in their own ability to do so was self-reported, their
certitude in the skill set of OIA staff in this work was evident. Similar confidence was expressed
regarding OIA’s ability to understand existing recruitment markets. This belief was expressed
by one participant who stated, “…I do not have time to be on top with all the research and the
field stuff that’s coming out – the news and everything. But, it’s a strength of [recruiter]’s… He
sorts it through and summarizes and shares…”
Strategic planning involves understanding an organization’s goals and developing a
strategy to achieve those goals. Effective IAOs develop significant skills in areas of
international education systems, marketing and branding, and relationship development. These
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areas of expertise can be used to develop informed strategic plans that include measurable and
attainable goals. It is important that IAOs feel confident that their work and expertise has
influence upon the strategic planning and implementation of the university. This assumed
influence has not been validated.
Regardless of their direct understanding of specific skills or resources related to
international admissions and strategic planning, all survey responses indicated belief that the
work of OIA influences strategic planning at the university. Responses further showed
confidence among participants that the work of OIA has impact upon the university’s overall
enrollment goals. This confidence was strongest among OIA and EM leadership as shown in
Figures 8 and 9.
Figure 8. Work influences strategic planning.
Figure 9. Work impacts university enrollment goals.
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4
All Participants
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4
OIA and EM Leaders
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4 5
All Participants
Strongly Agree Agree
Disagree Strongly Disagree
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4 5
OIA and EM Leaders
Strongly Agree Agree
Disagree Strongly Disagree
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Peer Institutions
Evaluation of performance is improved when benchmarked against peer universities. The
usefulness of an established set of peer institutions can be seen in comparative enrollment data
that can provide insight into the baseline attractiveness of similar institutions (American
Association of Collegiate Registrars and Admissions Officers, 2016). This is valuable in
establishing enrollment goals. The usefulness of an established institutional peer set must be
valued by IAOs accordingly. This assumed need has been partially validated.
As discussed earlier within this chapter, no formal set of institutional peers have been
identified by UW. However, several participants referred to benchmarking comparisons that
were conducted with informal peer groups. The referenced qualifiers for peer university
identification are listed in Table 11.
Table 11
Peer University Identification
Institutional Demographic
Number of Times
Referenced
Athletic conference 4
Geographic location 4
Size of student body 4
AAU member university 3
Public university 3
University rankings 2
Land-Grant university 1
Student academic profile 1
Universities not working with commission-based agents 1
Senior OIA and EM leadership referenced data collected by the National Student
Clearinghouse to identify universities to whom UW’s applicants also submit applications for
admission. Comparisons were also made to public AAU universities, as well as members of
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three athletic conferences. The principle usefulness of an institutional peer group was identified,
regardless of the absence of a university-sanctioned set of peers.
In the development of strategic planning, as well as the assessment of goal construction,
it is important that IAOs feel confidence in their position among universities which have been
identified as institutional peers. Confidence in their ability or likelihood to achieve university
enrollment goals is informed by this belief. This assumed influence has been validated.
AAU, public universities was a commonly assumed organizational peer group, with three
of the six participants referencing this, although each of these participants also expressed doubts
as to whether that was a realistic group. One leader in OIA is not certain that many AAU, public
universities would now consider UW a peer institution, “Yes, we could consider, then, our peers,
but, in the same sense, would they consider us their peer?” Echoing this, remaining participants
stated that a truer peer set would be large, public universities located in the Midwest.
Some degree of doubt surrounding the university’s position was expressed by one
member of the OIA leadership team when asked about the university’s aspirant institutions. He
pointed to the enrollment losses the university has faced and stated, “I think we're basically our
biggest aspirant. At this point of time, looking back at 2015 or 2014, and trying to get where we
were.” Relatedly, another OIA leader stated his impression that the university’s focus has been
to “stop the bleeding,” after which time they could reassess their position within the market.
Professional Engagement and Development
Professional development (PD) activities within the international admissions field
generally include significant engagement with colleagues from other higher education
institutions, secondary schools, non-governmental organizations, government officials, and
community-based organizations. These interactions can inform the work of strategic planning by
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providing insight into resources, trends, and experiential observation within a region.
Accordingly, IAOs must value the importance of engaging with professional organizations
related to the field of international education and/or SEM. This assumed influence has been
partially validated.
Survey responses demonstrated a belief among more senior staff that professional
experiences they have gained have aided in their contribution to strategic planning, as shown in
Figure 10. Of note, the OIA staff person who had been in his position less than one year did not
share this sentiment, although in a subsequent interview, this staff member expressed confidence
that his participation in on-campus, local and in-state symposia and conferences had provided
significant insight into the broader field and those who occupy it. An expectation of
opportunities for future professional engagement was also expressed by this participant.
Figure 10. Professional experiences have prepared for strategic planning.
Interview responses showed that OIA and EM staff place value on the learning aspects of
PD as well as the positioning and branding opportunities such activities provide. Responses
from members of the OIA operations unit referenced skill attainment and enhancement as the
primary focus of PD. Of particular interest were workshop-style trainings and presentations
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4 5
All Participants: Professional experiences have
prepared me for strategic planning
Strongly Agree
Agree
Disagree
Strongly Disagree
0 1 2 3 4 5
OIA and EM Leaders: Professional experiences
have prepared me for strategic planning
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related to education credential analysis, communications tools and practices, and educational
systems research. The recruitment focus of PD centered around sharing of recruitment
strategies, interactions with secondary school officers, and relationship development.
Each member of OIA who was interviewed pointed to the importance of visibility as a
deciding factor of PD activities. One interviewee was particularly committed to the importance
of this as an influencer upon recruitment strategies:
It solidifies the image you want to project when you recruit. Being involved in these
groups, giving back to them, and serving in leadership positions, offering to do sessions,
you become part of what helps these groups run. You're furthering your commitment to
the idea of international education as a whole. I think that plays well.
This idea was echoed by OIA leadership in interview responses. Each participant in a leadership
position within OIA expressed belief that engagement in substantive dialog with the secondary
school audience is best facilitated through PD activities available through field-related
organizations. One participant demonstrated this, saying, “The fact that we do see value in
[professional engagement], that we see that that's a good place to build those networking
connections.” Table 12 includes each professional organization referenced by participants as
having afforded opportunities to OIA staff for PD and professional engagement.
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Table 12
Professional Development and Engagement
Organizations Referenced by OIA Staff
American Association of Collegiate Registrars and
Admissions Officers (AACRAO)
National Association for College Admission Counseling
(NACAC)
Council of International Schools (CIS)
Statewide International Educators Meeting (name withheld to
preserve anonymity)
EducationUSA (U.S. Department of State)
The Association for International Credential Evaluation
Professionals (TAICEP)
International Association for College Admission Counseling
(InternationalACAC)
Technolutions
NAFSA: The Association of International Educators
Organization Findings
Among the three areas of this gap analysis, assumed organizational influences were most
often validated. Data collected validated three of seven assumed influences, three were partially
validated, and one was not validated. Divisions in participant responses occurred primarily
between OIA staff and EM leadership. Validated influences were related to goals and PD
opportunities, with broad agreements from the majority of participants. Partially validated
assumed influences indicated that OIA staff perceive a separateness and lack of equity from EM
and from portions of the broader campus community. Assumed organizational influences
surrounding data resource access were not validated. Validated or partially validated items are
those which are either absent or not fully present within the organization but are needed.
Findings are shown in Table 13 below.
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Table 13
Assumed Organization Influences Validation Table
Organization
Finding
Category
Assumed Influence Validated
Partially
Validated
Not
Validated
Access to
Databases and
Libraries
IAOs need access to databases and libraries that support international
student mobility analysis. (O1)
X
Professional
Engagement
IAOs need access to professional engagement outside the university.
(O2)
X
Funding &
Staffing
IAOs require funding adequate to support the recruitment necessary
to meet international student enrollment goals. (O3)
X
Goals
IAOs need to have clearly defined outcome goals communicated to
them related to international student recruitment. (O4)
X
Staff
Integration and
Campus
Community
IAOs must be an equally valued part of those involved in enrollment
management efforts. (O5)
X
IAOs need to have input in enrollment goal-setting related to
international students. (O6)
X
IAOs must be an integrated part of a campus community that values
and is welcoming to international students. (O7)
X
Access to Databases and Libraries
Several key databases related to international student mobility require fee-based
subscriptions for access. The online library at UW provides access to reputable journals and
periodicals such as International Higher Education, Higher Education, Journal of Research in
International Education, The Chronicle of Higher Education, and International Journal of
Higher Education. However, other publications of value to international student mobility
analysis from professional organizations such as AACRAO, NAFSA, and NACAC must be
purchased. Similarly, comparative education databases from AACRAO and NAFSA require
annual subscription. These databases are vital to timely, accurate evaluation of international
education credentials. Collectively, these resources form the foundational library for use in
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international strategic planning and must be accessible to IAOS accordingly. This assumed
influence was not validated.
Access to reputable journals and periodicals such as International Higher Education,
Higher Education, Journal of Research in International Education, The Chronicle of Higher
Education, and International Journal of Higher Education is provided by the UW library as part
of their general services to the campus community. Staff within OIA have access to AACRAO
Edge, a leading database of international educational ladders, grading scales, and profiles of
education systems. The office further maintains a physical archive of publications related to
comparative education and best practice in international admissions. Survey data indicated that
IAO staff charged with responsibilities for student recruitment planning and implementation
have access to four prevalent subscription databases shown in Table 14.
Table 14
Access to Subscription Databases
Subscription Resource Access Yes No
IIE Open Doors (full institutional data set) X
The Chronicle of Higher Education X
U.S. News & World Report Rankings (full data set) X
AACRAO Edge credentialing database X
Professional Engagement
The field of international student enrollment is broad and is supported by several
professional organizations that facilitate discourse between secondary school counselors and
administrators, university admissions and enrollment officers, and related community-based
organizations and NGOs. Relationship management is a key factor in supporting international
student mobility. For universities, these organizations provide opportunities to promote or
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strengthen brand awareness and mindshare among secondary school officials. IAOs need access
to professional engagement outside the university. This assumed influence was validated.
Prominent professional organizations related to student mobility – both domestic and
international – include, The American Association of Collegiate Registrars and Admissions
Officers (AACRAO), NACAC, NAFSA: The Association of International Educators (NAFSA),
the International Association of College Admissions Counseling (IntlACAC), and the Council of
International School (CIS). Each of these organizations host annual conferences at which best
practices are shared, recruitment strategies informed, and student mobility updates specific to
recruitment regions are provided by in-country experts. This is an important component to the
development of informed strategic planning, in addition to the branding opportunities inherent in
interacting with international school officials. Responses collected from interviews demonstrate
awareness of the importance of professional engagement, with one participant stating,
I think that [participation] solidifies the image that you're wanting to project when you do
recruitment. By being involved in these groups – by giving back to these groups, too –
then, and serving in leadership positions, offering to do sessions as being part of what
helps make these groups run, then you're furthering your commitment to the idea of
international education as a whole. I think that plays well, that is important to [secondary
school counselors] who do have influence over students, who have influence over
families that are making decisions.
However, surveys showed that two of these prominent organizations have not been engaged by
OIA and that only one has been engaged by leadership within EM (Figure 11).
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Figure 11. Professional conference engagement.
Survey data suggested a segregation between professional engagement with organizations
involved in broad student mobility (AACRAO, NACAC) and those with specific focus on
international student enrollment (NAFSA, InternationalACAC, CIS). One participant expressed
a belief that restructuring within the EM unit likely influenced this behavior. As part of that
restructuring, OIA was placed under the purview of the executive director of admissions within
the EM leadership team. Director-level EM leadership had not had direct responsibility for
international student enrollment since the 2013 academic year.
Within OIA staff, participation in professional organizations was reported by participants
as strong, although not as robust as it was prior to 2016. Interview responses showed that OIA
staff held volunteer leadership positions in NAFSA, and UW was a regular presenter or content
contributor to conferences and institutes hosted by NAFSA, IntlACAC, CIS, and the
1 1
2
1
AACRAO SEM NACAC NAFSA IntlACAC CIS Forum
Attendace at Professional Organizations:
OIA
OIA Operations OIA Recruitment
2
1 1 1
AACRAO SEM NACAC NAFSA IntlACAC CIS Forum
Attendace at Professional Organizations:
EM and OIA Leadership
EM Leadership OIA Leadership
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International Career & College Counseling Conference (IC3). As recent as 2015, OIA staff had
held leadership positions within NAFSA, AACRAO, CIS, and InternationalACAC. Three
participants pointed to staffing constraints as limiting their ability to participate as broadly or
with as much depth as would be ideal. Reductions in staff size following the 2017 enrollment
cycle resulted in the loss of two professional positions within OIA operations and resulted in a
loss of ancillary support for recruitment activities and professional involvement within the
broader field.
Funding and Staffing
IAOs require funding adequate to support the recruitment necessary to meet international
student enrollment goals. In 2011, senior university leadership approved a 3-year annual cash
allocation of approximately $500,000 to support international undergraduate student recruitment.
A percentage of this $500,000 in funding was allocated to the creation of two leadership and one
operations-focused positions within OIA. The remaining budget, approximately $260,000, was
used in support of direct student recruitment activities. The assumed influence of sufficient
funding to support international student recruitment was partially validated.
In the 2015 fiscal year, the $500,000 annual cash allocation was moved to base funding
within the EM division. That transition solidified the funding as a standing resource
commitment from the campus. Following steep enrollment declines experienced by the
university in the fall 2015 through fall 2017 terms, the university imposed annual budget cuts to
all divisions within the university. Admissions-related units, including OIA, were exempted
from these cuts. However, a hiring freeze resulted in the loss of two operations-focused
positions with OIA. During the same period additional resources were devoted to domestic
student recruitment, while OIA funding remained stagnant.
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Interview responses evidenced an awareness of the strains that vacant positions have
placed upon OIA. One EM leader acknowledged this stating, “[OIA] are overworked with what
they do… One of the recruiters was out 58 days straight this fall. From a domestic recruitment
aspect, that’s unheard of and incredible. That was phenomenally long to me.” This sentiment
was shared unanimously during each interview conducted with EM and OIA leadership.
Leadership within OIA is particularly concerned about the long-term impact this may have upon
the university’s ability to retain highly-motivated, established talent within international
recruitment positions.
Senior EM leadership acknowledged that the amount of recruitment activities that fell
upon leadership within OIA impeded the sharing of information within the new EM structure.
As a result of staffing declines, OIA leadership was called upon, more often than in the past, to
maintain a broad recruitment presence within the international student community. Figure 12
shows the disparity between campus absences of the senior OIA and senior domestic admissions
officer due to professional engagement or recruitment during the fall 2017 term. The lack of
presence within the EM division by the senior OIA leader that resulted had precipitated a loss of
awareness of OIA needs.
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Figure 12. Comparison of off-campus responsibilities.
Similar sentiments were shared by the senior OIA leader who stated concern that a
growing office segregation and lack of equal support between domestic and international
admissions was one of the greatest vulnerabilities of OIA. This participant summarized by
saying, “All the time, we are the stepchild in regard to work and how our teeny-tiny office is
always treated.” The loss of OIA presence within EM leadership bodies was viewed as a
negative outcome of the restructuring that occurred.
Goals
Terms of the 2011 funding provided to OIA established an out-goal of increasing the
percentage of international students to 3% of the total undergraduate student population as well
as increasing geo-diversity within the international student body at UW. Following the transition
from annual cash to base funding for international recruitment, these goals were no longer
communicated as part of a university-approved strategic plan. IAOs need to have clearly defined
outcome goals communicated to them related to international student recruitment. It is also
important that IAOs have input in enrollment goal-setting related to international student
enrollment. Both assumed influences were validated.
5
27
7
5
Professional Engagement Student Recruitment
Days Absent from Campus Due to
Professional Engagement or Recruitment
Sr. Interantional Admissons Officer Sr. Domestic Admissions Officer
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In the absence of updated goals, continued work toward expanding geo-diversity within
the international undergraduate student body were assumed. In December of 2017, the
university established a 5-year agreement with an external consulting firm to develop a long-
term strategic enrollment plan. OIA was not included in the planning and advising bodies
formed as a part of this process. One participant in a leadership position expressed concern at
the exclusion of an internationally-informed voice within this body,
They're starting from zero, maybe less than. And, the committee – to be inclusive, to be
well rounded – is made up of people from all across campus, faculty, staff, and people
who don't have any background in [international enrollment] at all. In many cases, the
educating just about the very basic principles of recruitment and structure of admissions
and how students act has to happen in order for them to even get off the ground with
more in-depth and involved strategy.
Interview responses showed concern within OIA staff that goals are ambiguous or absent
in their current work. This sentiment was exemplified by the following comment made by an
OIA staffer, "I thought I knew what our goals were here, and then in the last year… This has
been the most confusing year I've ever had in this industry." Other statements from participants
related the absence of clear goals as demotivating or contributing to a sense of unease within the
unit. The term “flying by the seat of our pants” was used by two participants in describing their
impression of enrollment goals for OIA.
Each participant within OIA indicated they had no involvement in the goal-setting
process. Three of four participants expressed their lack of participation in related goal-setting
activities as frustrating. OIA leadership was especially sensitive to this, stating concern that their
absence within the strategic planning bodies could be interpreted as a loss of focus upon or
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interest in international student enrollment at the university. Leadership within OIA also
expressed concerns that new goals established through the strategic consulting process may not
be realistic, as the international recruitment arena varies significantly from those in the domestic
field. Though shared by other participants, one response captured this sentiment, “…what I
would've posted as our goals last year, I don't know that they're realistic now. I don't know that
they're goals that will fit in this environment.”
Staff Integration and Campus Community
Comprehensive strategic student enrollment planning must include all populations which
a university hopes to serve. At large institutions, implementation of strategic plans often occur
within units that have been charged with responsibility for one or more specific student
population. Within such decentralized reporting structures, IAOs must be valued equally and
integrated wholly within the broader efforts of SEM. This assumed influence was partially
validated.
Survey data collected showed that all participants within OIA feel their work is of equal
importance to one another (Figure 13). These responses evidenced integration of operational and
recruitment arms of OIA. Evidence of office integration was also present within interview
responses. Two members of OIA specifically pointed to the support of one another within OIA
as a noteworthy strength of the unit. One participant stated, “The team in the office is
continuously pushing the field and then trying to utilize our resources to [try] new things, to
serve our population better.” Particularly, they were complimentary of student service provided
by and the extent to which the senior recruiter was engaged in field-related literature and social
media,
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[The senior recruiter] continuously stays on top of all the social media and what's going
on in the field. He is the superlative of a networker, talking to people and mingling with
people and everything. He brings that back and shares.
Figure 13. Staff perception of their importance within OIA.
Survey data related to how their work is valued by the university still showed that OIA
staff felt valued, in aggregate. However, those responses were not as strong as their perception
of value within OIA. Figure 14 shows the distribution of responses among OIA staff, as well as
those of EM leadership. Figure 15 contains quotes from study participants which showcase
perceptions of separation between OIA and domestic admissions. These responses demonstrated
a gap in institutional value between the work of OIA staff and EM leaders. One OIA participant
used the term “stepchild” to describe OIA in comparison to other student populations included in
strategic planning within EM.
0 0 0
2
0 0 0
2
Strongly Disagree Disagree Agree Strongly Agree
The Work That I Do is No Less Important
Than the Work of Others within OIA
OIA Operations OIA Recruitment
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Figure 14. Staff perception of work value.
Figure 15. International-domestic admissions divide.
While interview responses indicated that awareness of international programming and
student support, including the work of OIA, had grown since 2013, restructuring within the EM
division threatened to erode those gains. Interview responses pointed to programs being
developed for student orientation and registration activities in which neither OIA nor the
university’s international center had been included.
IAOs must be an integrated part of a campus community that values and is welcoming to
international students. IAOs are imbedded within a campus community they view as welcoming
0
1
2
1
0 0 0
2
Strongly Disagree Disagree Agree Strongly Agree
The Work That I Do is Valued by the University
OIA Staff EM Leadership
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to international students. Although some separation does exist between OIA and the EM
division, participants viewed their office as integrated within the campus. Both assumed
influences were partially validated.
Responses gathered from interviews indicate a mixed perception of the campus in terms
of its being welcoming to international students. Four of six participants indicated that efforts
have been made by senior university leadership to enhance cultural competencies among staff
and faculty, and that these efforts are having an impact upon the university’s overall perception
and awareness of international students. Actions taken by senior leaders were spurred by
campus unrest in 2015, following incidents of racial and cultural tensions among students. The
view of these events as having catalyzed campus awareness of the need for increased awareness
of various student populations was shared by each participant.
Interview responses showed that campus integration of international students was
perceived as improving. Stated one participant,
You know, two years ago it was... we had a coming to ahead of just a lot of things going
on campus. More racial orientated, than specific targeting of international students. But,
I think it has gotten a lot better. I think the faculty and students are more aware of the
different cultures on campus. I think that's partially because of what campus has done to
inform students and faculty about the importance of having international students and
what they bring to campus, not just in research that they do on campus but also in their
teaching that they do and the culture that they provide.
Concurrently, staff within OIA reported their work as better integrated within the campus
community than it had been prior to 2016. Each of the four OIA participants reported feeling
valued by and/or visible to academic and service units throughout the campus. However, as
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discussed above, gaps in integration were identified by both OIA and EM participants as existing
between OIA and the larger EM division.
All but one of those interviewed referenced a call to action that was put forth during the
2017 holiday season, in which the Chancellor asked university staff and faculty to consider
hosting international students for holiday meals, gatherings, and home stays. This act was
viewed as indicative of the evolution in campus culture as it pertained to better caring for its
international student population. Each member of OIA interviewed for this study viewed this
action as a marker for ongoing change that is anticipated within the campus community and
pointed to the visibility of senior university leadership in championing this action as supportive
of the work of OIA.
Conclusion
Participant data collected showed that OIA staff possess knowledge and motivation
sufficient to support the development and implementation of a strategic international enrollment
plan. However, several themes were evident within the validated influences uncovered in this
study. Strategic planning is impeded by barriers present within the goal-setting and goal-
communication process. It is unclear to OIA and EM leadership what the priorities are
surrounding international strategic planning, and to whether or not OIA efforts are appropriately
resourced. Benchmarking of performance is hindered by the absence of a university-approved
institutional peer and aspirant list. Divisions, both real and perceived, exist between OIA and
EM staff which stifle integration between the two and segregate the work of OIA.
Solutions to the validated influences will be proposed in Chapter Five. These will be
suggested in a phased approach to implementation and will include both near-term and long-term
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goals. Importance will be placed in addressing goal-setting, unit-division-campus cohesion, and
articulation of OIA mission.
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CHAPTER FIVE: FINDINGS AND PROPOSED SOLUTIONS
This study examined whether assumed influences in areas of knowledge, motivation, and
organization impacted the OIA’s ability to increase international student enrollment to 3% of the
overall undergraduate student body at UW. Survey and interview data collected from four
participants within OIA and two key leadership positions within the EM division either validated
or partially validated 14 of 23 assumed influences in the above-mentioned areas as outlined by
Clark and Estes’ gap analysis (2008).
This chapter will present key validated influences as well as proposed solutions related to
those findings. A plan for implementation of said solutions will then be proposed, as will a
suggested approach to evaluating the progress and effectiveness of those solutions. The chapter
will conclude with a discussion of considerations for future research and shifting influencers
within the field of international student mobility.
Key Findings
Analysis of responses collected through survey and interviews validated six assumed
influences; two knowledge factors, one motivation factor, and one organizational factor.
Another eight assumed influences were partially validated; two knowledge factors, three
motivation factors, and three organization factors. Validated and partially validated influences
indicate that the assumed influence is not present at UW, and is therefore needed. Validated
influences can be viewed as needs within the organization.
As shown in the previous chapter, responses provided by participants through both
interviews and surveys evidenced divisions in the extent to which gaps in knowledge, motivation
and organization influences exist within OIA staff and EM leadership. Similar disparities were
found between recruitment/leadership staff within OIA, and those charged with daily operational
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duties within the office. These divisions resulted in partial validation of certain assumed
influences, and are evident within each of the knowledge, motivation, and organization
categories. Validated influences are shown in Table 15.
Table 15
Validated Influences
Gap
Analysis
Factor
Validated
Partially
Validated
Assumed Influence
Knowledge X
IAOs must know which universities have been identified as peers and aspirant
institutions.
X
IAOs must understand how institutional peers and aspirant universities are
determined.
X
IAOs must understand UW’s strategic recruitment activities are influenced by best
practices established within its institutional peer and aspirant group.
X
IAOs must understand how universities’ position among peer universities
influences brand position and perception.
Motivation X
IAOs must be confident in their abilities to utilize data sources to develop
international recruitment plans.
X IAOs must value the university-established set of peer institutions.
X IAOs need to feel confidence in their position within established peer institutions.
X
IAOs need to value the importance of engaging with professional organizations
related to the field of international education and/or strategic enrollment
management.
Organization X IAOs need access to professional engagement outside the university.
X
IAOs require funding adequate to support the recruitment necessary to meet
international student enrollment goals.
X
IAOs need to have clearly defined outcome goals communicated to them related
to international student recruitment.
X
IAOs must be an equally valued part of those involved in enrollment management
efforts.
X
IAOs need to have input in enrollment goal-setting related to international
students.
X
IAOs must be an integrated part of a campus community that values and is
welcoming to international students. (O7)
While there are differences in assumed influences based upon participant’s employment
group, both validated and partially validated influences can be categorized within three key
finding groups. These categories relate to the identification of peer and aspirant institutions, the
goal-setting process within the EM division, and the integration and development of OIA and
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EM staff within broader professional communities both on-campus and off. Table 16 presents
validated and partially validated influences within these three contextual categories.
Table 16
Categories of Validated and Partially Validated Influences
Solution
Category
Gap
Analysis
Factor
Validated
Partially
Validated
Assumed Influence
Peer/Aspirant
Identification
Knowledge X
IAOs must know which universities have been identified
as peers and aspirant institutions.
Knowledge X
IAOs must understand how institutional peers and aspirant
universities are determined.
Knowledge X
IAOs must understand UW’s strategic recruitment
activities are influenced by best practices established
within its institutional peer and aspirant group.
Knowledge X
IAOs must understand how universities’ position among
peer universities influences brand position and perception.
Motivation X
IAOs must value the university-established set of peer
institutions.
Motivation X
IAOs need to feel confidence in their position within
established peer institutions.
Goal-Setting,
Accountability,
and Reporting
Motivation X
IAOs must be confident in their abilities to utilize data
sources to develop international recruitment plans.
Organization X
IAOs need to have clearly defined outcome goals
communicated to them related to international student
recruitment.
Organization X
IAOs need to have input in enrollment goal-setting related
to international students.
Staff
Integration/
Development,
Visibility, and
Engagement
Motivation X
IAOs need to value the importance of engaging with
professional organizations related to the field of
international education and/or strategic enrollment
management.
Organization X
IAOs need access to professional engagement outside the
university.
Organization X
IAOs require funding adequate to support the recruitment
necessary to meet international student enrollment goals.
Organization X
IAOs must be an equally valued part of those involved in
enrollment management efforts.
Organization X
IAOs must be an integrated part of a campus community
that values and is welcoming to international students.
(O7)
Categories of Proposed Solutions
The contextual categories shown in Table 16 above provides a structure in which 11
proposed interventions can be staged in a way that promotes context and meaning within each
impacted employment group. The first solution, identification of peer and aspirant institutions,
will allow for appropriate benchmarking and inform goal-related activities. The second solution
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is focused on active participation in the goal-setting process, as well as proactive approaches to
accountability and reporting activities. The third solution is centered around staff integration,
on- and off-campus visibility, and professional engagement.
In the sections that follow, each of the three solutions will be presented in detail. The
primary components or themes of each solution will be described. Subsequently, specific
interventions will be outlined, responsible staff suggested, and timeframes for implementation
established. Where additional resources or support are required, they will be identified and
discussed.
Proposed Solutions and Implementation Plan
Solution 1: Institutional Peer and Aspirant Groupings
Proposed solution one calls for the creation of an informed and consistent list of
institutional peers and universities to which they aspire. These will be used to contextualize
UW’s performance within the field of international recruitment and enrollment. University
administrators often look for comparisons between the performance of their respective
institutions, and universities that have been deemed similar to their own (Powell, Gilleland Suitt,
& Pearson, 2012). These benchmarking activities provide opportunities to better understand
overall performance of an organization within a field but require the defining of characteristics
that would identify an accurate peer set (Hom, 2008). Validated influences upon both OIA staff
and EM leadership suggest that UW is lacking a clearly defined group of peer universities.
Neither has UW established a consistent list of universities to which they aspire.
The three interventions within this solution relate to themes of trend and field analysis, as
well as benchmarking. The interventions for the first proposed solution are detailed in Table 17.
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These activities support the construction of a university-approved peer/aspirant list from which
OIA and EM leaders can both develop and inform reasonable performance goals.
This process first calls for EM leaders, in consultation with provostial staff, to identify
key characteristics that a university should possess in order to be deemed a peer institution.
Preliminary scanning of UW’s recruitment and assessment approaches, as well as responses from
participants of this study, indicate that university has placed significant importance upon its
status within the AAU. Other publicly funded AAU member institutions are currently being
used for benchmarking purposes, with some consistency. While OIA and EM participants
referenced public status and AAU membership as a driver for peer-identification, other
characteristics were mentioned as having greater importance upon student selection. These
included universities’ geographic location, rankings within national and international indexes,
student perceptions of prestige, and cost of attendance. However, peer selection should also
include parameters that consider institutional missions, as well as their respective purposes in
international student recruitment and enrollment (D’Allegro & Zhou, 2013). Other factors
influencing students’ choice, such as institutional size and student access to funding should also
be considered (McFadden, Maahs-Fladung, & Mallett, 2012). In determining peer and aspirant
universities, the first intervention will allow for greater distinction between academic and
research characteristics, such as AAU membership, and those factors of greater importance to
student choice in the college search process.
Utilizing the institutional characteristics provided by EM and other university leaders, the
second intervention calls for OIA leadership to develop and propose a list of peer and aspirant
universities to EM leadership. This list will be specific to international student recruitment and
enrollment benchmarking and assessment. Universities within each grouping should possess
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similar characteristics, with the primary distinguishing factors between the two groups related to
international student recruitment and enrollment success. OIA involvement in initial
identification of institutional peers and aspirants will serve to further dialog between OIA and
EM leadership. Insight into departmental and institutional priorities can be gained through these
interactions, which will be made more transparent through this process.
This OIA-proposed list will subsequently be reviewed by EM leadership and refined to a
group of five-to-ten peers and five aspirant institutions. The list of peer universities should be
used not only for goal-setting and performance benchmarking, but also in identifying best
practices in admission and recruitment standards and processes, and budget construction. The
aspirational group of universities can be examined for distinctive activities or institutional
policies which may have influence upon their success. Staff within OIA can subsequently
determine whether, to what extent, and how those practices and policies might be transferable to
UW.
The final intervention of this proposed solution would establish an external cooperative
council composed of international admissions and enrollment leadership within the identified
peer university group. The structure of this group would be modeled after other U.S.-based
academic cooperatives, such as the Colleges That Change Lives group, the Big 10 Academic
Alliance, or the Consortium on Financing Higher Education. This would position UW as a
leader within the peer group, while also providing opportunities for staff development as well as
exposure to external thought and approaches.
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Table 17
Solution 1: Intervention, Responsible Staff, and Timeframe for Implementation
Solution 1: Institutional Peer and Aspirant Groupings
Intervention Proposed Responsible Staff Timeframe
EM leadership will identify and provide to OIA leadership a set of
defining characteristics associated with those universities most
similar to UW (peers), and another set of characteristics and
activities associated with those universities which UW aspires
(aspirants)
VP Enrollment
Management
Institutional
Research
30-60 days
IAO will propose a list of 5-10 peer and aspirant universities to EM
leadership, for use in benchmarking, goal-setting, budget
construction, and modeling best practices
Director of IAO 30 days
OIA will form an advisory group of peer universities which will
share best practices, provide opportunities for professional
engagement of staff, and create solid tethers to peer institutions.
Director of IAO 30-60 days
Solution 2: International Student Enrollment Goal-Setting and Reporting
The second proposed solution addresses validated influences related to the goal-setting
and assessment/reporting processes. Successful implementation of this solution will result in the
establishment of a process to support informed goal-setting, improved internal performance
assessment, increased awareness of OIA expertise among university leadership, and the creation
of consistent accountability processes. Three interventions are proposed. They include
comprehensive reporting, goal construction, and assessment activities. The interventions for the
proposed solution are detailed in Table 18.
The goals that guide the activities of OIA were established in 2011 and have not
substantially changed in years following. Those goals drew upon analysis of international
student mobility trends that have shifted significantly since their construction. Responses from
participants in this study showed that OIA staff possess knowledge of and access to key
databases and resources to inform strategic approaches to international student recruitment.
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Participant responses further evidenced understanding of and motivation to leverage expertise
and resources within the unit to create a comprehensive strategic plan for international student
enrollment. However, this has not occurred, and OIA planning and reporting was described by
study participants as “reactive” and “inconsistent.”
The initial intervention of this solution requires OIA staff to collaborate in the
development of a comprehensive annual report and strategic plan. The components of the report
should include a review of influences upon international student enrollment, examined with
consideration for geo-political, geo-economic other broad contexts. That narrative will establish
global context from which OIA can report activities and practices that have sought to address
both strategic advantages and barriers present at UW that have impact upon attracting students.
The report should include proposed activities for the coming year, including identification of
additional campus support when needed. Other components of the report should include
alignment of strategic activities to institutional goals, topics of concern or conversation within
the field, reporting of professional engagement and contributions of OIA staff within the broader
field of international enrollment management, and suggestions for campus policy changes as
deemed important.
Building upon the reporting theme, the second intervention of this solution calls for
substantial development of tracking and assessment systems to measure the effectiveness of
student recruitment activities. Specific attention should be paid to supporting assessment of OIA
activities. Assessment of OIA performance has been limited in scope. Evaluation metrics have
been quantitative measured in three dimensions, annually. The primary assessment has been the
number of international, undergraduate students the university has enrolled, post-census, at the
onset of each fall term. The second assessment has been the representation of international
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students, measured as a percentage of the overall undergraduate student body. The final
assessment, which has been of lesser importance to the university in recent years, has been the
geographic diversity of the international student population as gauged by students’ primary
countries of citizenship.
Neither OIA nor university leadership assess the effectiveness of recruitment strategies
and actions in specific countries, nor wider geographic regions. Neither do they assess the
effectiveness of broader recruitment communication strategies. Some gains have been made
through the implementation of a new client relations management (CRM) system, as discussed
by three study participants. However, the CRM relies on data collected by or stored within the
student information system (SIS) in place at UW. The SIS has the functionality to track
prospective student and applicant “source” or “origin” codes. These are markers assigned to
student records which indicate at what points in time students interact with the university, as well
as how they do so. They can be used to identify recruitment-related activities which generate or
promote student-university engagement or affinity.
However, staff within OIA are not able to utilize the SIS coding system, as the university
has not provided sufficient human capital to the development of those activities. As a result,
OIA lacks data to support and inform their work in more meaningful ways than the assumptive
and anecdotal information upon which they often rely. As outlined above, the technological
infrastructure exists at UW to collect, report, and analyze data that would provide insight into the
effectiveness of recruitment strategies. Improved data collection and interpretation is necessary
to support the third intervention Investment in human resource to leverage these tools is lacking
and would be addressed by this intervention.
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Drawing from field analysis, improved internal data, peer benchmarking, and other
related data sources, the third intervention call for OIA, with support from EM leadership, to be
actively involved in composing enrollment goals for the unit. As discussed in the previous
chapter, participant responses from OIA staff showed little to no involvement, or in some cases
awareness of, the goal-setting process at UW. The extent to which OIA staff have input in the
goal-setting process has impact upon performance along those goals (Sigler, 2017).
Goals should be put forward to EM leadership in a structure that demonstrates direct
relation to broader goals established by the university and the EM division. Within each goal,
specific objectives should be established, with responsible staff identified and timeframes for
related work and completion provided in detail. Upon approval from EM leadership, objectives
that have been assigned to respective OIA staff should be incorporated into annual performance
goals, as a guide for their work, and a metric of assessment.
Table 18
Solution 2: Intervention, Responsible Staff, and Timeframe for Implementation
Solution 2: International Student Enrollment Goal-Setting and Assessment
Intervention Proposed Responsible Staff Timeline
Annually OIA will produce a broad analysis which will identify
trends in international student mobility, university performance
within established goals, and OIA strategies to approach
international student recruitment and enrollment. To be presented at
Provost Staff and Council of Deans
Director of IAO
Asst. Direct of
International
Recruitment
Ongoing with
annual delivery in
July
EM will invest in the development of internal processes which will
support more accurate tracking of students through the enrollment
funnel and better assessment of the effectiveness of recruitment and
admissions activities.
VP Enrollment
Management
Director of EM
Communications
30-60 days
scoping with
functional
delivery for use in
next annual
recruitment cycle
OIA leaders will propose to EM leadership, enrollment goals that are
informed, pragmatic, and attainable
Director of IAO Annual delivery in
May
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Solution 3: Staff Integration, Visibility, and Professional Engagement
The third proposed solution addresses the need for better staff integration, increased
visibility of OIA, and external professional engagement. The overarching theme for this solution
has to do with increasing understanding and expertise of international student admissions and
enrollment both within OIA and the EM division, but also throughout the broader campus
community. Five interventions comprise this solution. Table 19 details the proposed
interventions for this solution.
Responses gathered from OIA participants in this study indicated a perception that EM
leadership lacks understanding of the mechanics of international student recruitment and
admissions work. These perceptions were validated by EM participant disclosures that they are
not confident in their understanding of OIA work. The first proposed intervention incorporates
PD and field engagement for EM leadership, and calls for the executive director of admissions
(domestic) to participate in the CIS Forum on Higher Education and Guidance. Annually, this
event facilitates dialog between senior-level leaders from both universities and international
secondary schools. The content of the conference is data-rich, but also promotes significant
interactions and opportunities for exploration among these two groups. In attending this event,
EM leadership would increase understanding not only of the content and complexity of OIA
work, but also the size and scope of the international admissions and enrollment field.
Additionally, the Executive Director’s presence at the event would increase the visibility of UW
among important student influencers from within the secondary school community.
While EM leaders have afforded OIA a great deal of autonomy in their work. This has
simultaneously resulted in a separation between OIA and EM. Participants expressed shared
feelings of separation as being most prominent between the staffs of domestic and international
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admissions. To address this, the second intervention would establish a job shadowing program
within the EM division. Through this, staff persons from both domestic and international
admissions offices would participate in a structured, one-week program in which they would
observe and engage in the work of a colleague from another office. The program would include
joint meetings among participants at the beginning and conclusion of each shadowing period and
would continue with sharing exercises or debriefings during all-staff meetings hosted within the
broader EM division.
Leveraging the content of the annual report constructed as part of Proposed Solution 2,
OIA staff would conduct a series of outreach programs to share with various units at UW. This
third intervention would be driven by the director of OIA but would incorporate all OIA staff in
content development and delivery. Content topics may include a general overview of the work
of OIA, insights into the strategic planning process, best practices in international credential
evaluation, or other subjects pertinent to various campus audiences.
This intervention promotes visibility of OIA throughout the campus community, and to
promote awareness of the international student body and its specific needs and contributions
across UW. This is of value to UW’s work toward creating a campus more inclusive of and
responsive to its international students. Incorporating all levels of staff involvement in this
intervention will allow OIA personnel to demonstrate expertise in their areas of work and gain
greater understanding of the campus environment in terms of internationalization. Additionally,
this will have a direct impact upon self-efficacy of OIA workers (Bandura, 1997).
Building upon these outreach activities, the fourth intervention of this proposed solution
will introduce a pilot, one-year recruitment partnership between OIA and an academic
department at UW. This will be led by the AD of international recruitment within OIA but
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require support from EM Communications. The academic unit chosen for this pilot program
should be one with programs of significant interest to international students, and one well-
positioned in terms of resources and interest. At UW, possible partners include the College of
Business, College of Engineering, or the College of Agriculture.
The pilot would expand OIA involvement in supporting recruitment activities of specific
academic units. Relationships with secondary schools, maintained by OIA, would be used to
create opportunities for faculty lectures or classroom partnerships with one or more prominent
international secondary schools. This intervention furthers understanding of the secondary
international school population among faculty and academic administrators at UW, while again
providing OIA an important opportunity to showcase its skills to a department with influence
upon the campus leadership.
In the final intervention of this solution, EM leadership will provide funding to expand
OIA involvement in professional organizations. As noted by both EM and OIA interview
participants, substantial investments were made in expanding domestic admission activities and
engagement in the face of declining domestic applications. Concurrently, when similar declines
were realized from international student applications, UW’s response was to constrict OIA
resources in the form of staff reduction and reductions in available funding to support conference
attendance and other interactions with professional organizations in the field.
Brand positioning and expansion of brand awareness is of vital importance to the success
of OIA’s work (Mathis, 2010; Sigler, 2017). As each of the major professional organizations
which support strategic planning for IAOs include representation from international secondary
schools, participation in these events provide opportunities for university participants to increase
awareness of the institutions which they represent. In addition to extending brand awareness
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among those who influence student choice in the university selection process, volunteerism
within these organizations presents an opportunity for OIA staff to elevate perceptions of UW’s
commitment to international students and related support programming. OIA must expand
visibility and depth of engagement not only on the UW campus, but to the broader post-
secondary international community.
Table 19
Solution 3: Intervention, Responsible Staff, and Timeframe for Implementation
Solution 3: Staff Integration, Visibility, and Development
Intervention Proposed Responsible Staff Timeline
EM leaders will attend the Council of International
Schools Forum on Higher Education and Guidance and
International ACAC in tandem with leadership from OIA
VP Enrollment
Management
Exec. Director of
Admissions
Annually, July and November
EM leadership will implement a job shadowing program
between OIA and domestic admissions counterparts
Executive
Director of
Admissions
Director of IAO
Twice per year: one week in
fall term, one week in spring
term
OIA will conduct annual outreach to the academic units
showcasing trends, introducing strategy, and
demonstrating expertise.
Director of IAO
Asst. Director of
International
Operations
Asst. Director of
International
Recruitment
January/February annually
OIA will pilot a one-year recruitment partnership with an
academic unit, involving faculty and students in mixed
recruitment activities
Asst. Director of
International
Recruitment
Ongoing; initial outreach to
academic unit in November
EM will support expanded participation of OIA staff in
key professional organizations
VP Enrollment
Management
Ongoing; developed as part of
annual goal-setting
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Evaluation Plan
In order to assess progress made within each proposed solution, the four-level evaluation
model constructed by Kirkpatrick and Kirkpatrick (2006) is suggested. This model calls for
evaluation of solution-related interventions to occur along four dimensions categorized as levels
one through four. While assessment may not be necessary nor practical at each level, proposed
solutions should be examined along the continuum of each level and determinations for
evaluation established where appropriate within each dimension. Each of the four levels put
forward in this model have been used as a guide to identify opportunities for assessment of
suggested interventions proposed as part of the three-pronged solution plan. A detailed table of
the proposed evaluation plan within the four-level model is shown in Tables 20-23, following
discussion of levels one through four.
In applying the principles of four-level evaluation model to address validated influences,
UW could consider several approaches. Specific attention should be paid to supporting
assessment of OIA activities. As outlined above, there is the technological infrastructure at UW
to collect, report, and analyze data that would provide insight into the effectiveness of
recruitment strategies. However, the university has not provided sufficient human capital to the
development of those activities. As a result, OIA staff lack data to support and inform their work
in significantly more meaningful ways than the assumptive and anecdotal information upon
which they often rely.
Level One: Reaction
Kirkpatrick & Kirkpatrick point to the importance of assessing reaction and learning prior
to measuring behavior (2006). It is important for leadership within OIA and EM to be aware of
stakeholder reaction to the solutions proposed above. Gauging reactions among those involved
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in implementing solutions may provide additional insight into organizational culture or policies
that may have impact upon the success of the proposed solutions (Gallimore, Goldenberg, &
Weisner, 1993). If so, solutions and implementation timelines can be adjusted to accommodate
or address additional considerations for intervention uncovered through this process.
At UW, measuring reactions at this level will included delivery of stakeholder surveys,
tracking/observation of participation in activities, and interviews conducted during the initial
stages of implementation. Throughout this process it will be important to gauge staff and
leadership resistance to or enthusiasm toward the solution plan and the interventions associated
with each solution category. These reactions, whether positive or negative will have influence
upon the effectiveness of the plan and may present a need for additional work within stakeholder
communities. Detailed plans of Level One measurement related to each intervention are detailed
in Table 20.
Table 20
Intervention Assessment Level One: Reaction
Level One: Reaction
Solution
Category
Intervention Proposed Methods of Assessment
Peer/Aspirant
Identification
EM leadership will identify and provide to OIA
leadership a set of defining characteristics associated
association with those universities most similar to UW
(peers), and another set of characteristics and activities
associated with those universities which UW strives to
achieve (aspirants)
Track/observe participation in the
activity among key EM leaders.
Post-meeting survey measuring the
importance and usefulness of the
activity to participants
IAO will propose a list of 5-10 peer and aspirant
universities to EM leadership, for use in benchmarking,
goal-setting, budget construction, and modeling best
practices
Track/observe OIA staff
participation in the construction of
lists
Post-activity interviews with
participants
OIA will form an advisory group to peer universities
which will share best practices, provide opportunities for
professional engagement of staff, and create solid tethers
to peer institutions.
Interviews with OIA leaders
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Table 20, continued
Level One: Reaction
Solution
Category
Intervention Proposed Methods of Assessment
Goal-Setting,
Accountability,
and Reporting
Annually OIA will produce a broad analysis which will
identify trends in international student mobility,
university performance within established goals, and
OIA strategies to approach international student
recruitment and enrollment. To be presented at Provost
Staff and Council of Deans
Interviews with OIA leaders
Interviews with EM leaders upon
receipt of the document
EM will invest in the development of internal processes
which will support more accurate tracking of students
through the enrollment funnel and better assessment of
the effectiveness of recruitment and admissions
activities.
OIA leaders will propose to EM leadership, enrollment
goals that are informed, pragmatic, and attainable
EM assessment of OIA leaders’
satisfaction through interview
Follow-up satisfaction surveys with
OIA and EM leaders
Staff
Integration/
Development,
Visibility, and
Engagement
EM leaders will attend the Council of International
Schools Forum on Higher Education and Guidance and
International ACAC in tandem with leadership from OIA
Informal satisfaction survey or
interview of participant EM leaders
Informal satisfaction survey or
interview of participant OIA staff
EM leadership will implement a job shadowing program
between OIA and domestic admissions counterparts
Post-activity survey of all
participants
Joint post-activity debriefs with all
participants, led by EM leadership
OIA will conduct annual outreach to the academic units
showcasing trends, introducing strategy, and
demonstrating expertise.
Tracking number of departments
contacted by OIA
Tracking number of meetings held
with each academic unit
Post-meeting survey assessing value
of and satisfaction with the meeting
among academic participants
OIA will pilot a one-year recruitment partnership with an
academic unit, involving faculty and students in mixed
recruitment activities
Track participation rates among
partner faculty and students
EM will support expanded participation of OIA staff in
key professional organizations
Monitor staff attendance at
strategically important conferences
Monitor volunteer and leadership
positions held by OIA staff within
those associations
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Level Two: Learning
Stakeholders require learning in order to change behavior (Kirkpatrick & Kirkpatrick,
2006). The second of the four-level model calls for the measurement of learning outcomes
among those charged with implementing change; in this case, various UW staff involved with
the proposed solutions. As part of the evaluation process, analysis of work produced will be
examined to ensure that it has met the criteria established by each respective intervention. These
evaluations will include report production, interviews and debriefing sessions with stakeholders,
and assessment by external peer advisors. Detailed plans of Level One measurement related to
each intervention are detailed in Table 21.
Table 21
Intervention Assessment Level Two: Learning
Level Two: Learning
Solution
Category
Intervention Proposed Methods of Assessment
Peer/Aspirant
Identification
EM leadership will identify and provide to OIA
leadership a set of defining characteristics associated
association with those universities most similar to UW
(peers), and another set of characteristics and activities
associated with those universities which UW strives to
achieve (aspirants)
The production of a clearly
composed list of defining
institutional characteristics
IAO will propose a list of 5-10 peer and aspirant
universities to EM leadership, for use in benchmarking,
goal-setting, budget construction, and modeling best
practices
At the conclusion of the activity,
ask participants to identify at least
one institutional characteristic they
had not previously considered, and
explain to what extent that
characteristic is or is not of
importance.
OIA will form an advisory group to peer universities
which will share best practices, provide opportunities for
professional engagement of staff, and create solid tethers
to peer institutions.
Development of an organizational
structure for the group
OIA staff self-reporting
meaningful engagement of OIA
staff with peers to OIA director
STRATEGIC INTERNATIONAL ENROLLMENT
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Table 21,continued
Level Two: Learning
Solution
Category
Intervention Proposed Methods of Assessment
Goal-Setting,
Accountability,
and Reporting
Annually OIA will produce a broad analysis which will
identify trends in international student mobility,
university performance within established goals, and
OIA strategies to approach international student
recruitment and enrollment. To be presented at Provost
Staff and Council of Deans
Peer assessment of accuracy of
models anticipated within the
document.
EM will invest in the development of internal processes
which will support more accurate tracking of students
through the enrollment funnel and better assessment of
the effectiveness of recruitment and admissions
activities.
OIA leaders will propose to EM leadership, enrollment
goals that are informed, pragmatic, and attainable
Production of goals, timelines, and
metrics of success
Monitoring the association of each
goal to a set of influencers that
informed its creation
Staff
Integration/
Development,
Visibility, and
Engagement
EM leaders will attend the Council of International
Schools Forum on Higher Education and Guidance and
International ACAC in tandem with leadership from OIA
Formal interviews with EM and
OIA participants
Debrief: participant self-
identification of one or more key
concepts, thoughts, or approaches
gained through participation in the
event.
EM leadership will implement a job shadowing program
between OIA and domestic admissions counterparts
Group debrief: participants’
identification of aspects of the
observed job or activity of which
they were previously unaware
Group debrief: collection of
questions that participants still have
following the activity
OIA will conduct annual outreach to the academic units
showcasing trends, introducing strategy, and
demonstrating expertise.
Asking participants to describe to
what extent international student
engagement is or is not a priority
within the unit.
OIA will pilot a one-year recruitment partnership with an
academic unit, involving faculty and students in mixed
recruitment activities
EM will support expanded participation of OIA staff in
key professional organizations
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Level Three: Transfer
Change in behavior among stakeholders will be evaluated as part of detailed plans of
Level Three. Kirkpatrick and Kirkpatrick refer to observed behavioral change as “transfer,” and
caution that this is a challenging level within their evaluation framework to assess (2006).
Investment of time and resources in assessment at this level is longer-term. It requires advanced
planning in order to accommodate surveying of staff, staff interviews, comprehensive work
output assessment of various stakeholder assignments. Extensive examination of changes across
each intervention is necessary to ensure consistency of advancement and alignment of
interventions across each proposed solution category. Detailed measurement related to each
intervention are detailed in Table 22.
Table 22
Intervention Assessment Level Three: Transfer
Level Three: Transfer
Solution
Category
Intervention Proposed Methods of Assessment
Peer/Aspirant
Identification
EM leadership will identify and provide to OIA
leadership a set of defining characteristics associated
association with those universities most similar to UW
(peers), and another set of characteristics and activities
associated with those universities which UW strives to
achieve (aspirants)
6-month out interview with EM
leadership assessing subsequent
adoption of identified institutional
characteristics in other
benchmarking or goal-setting
activities.
Post-implementation interviews.
IAO will propose a list of 5-10 peer and aspirant
universities to EM leadership, for use in benchmarking,
goal-setting, budget construction, and modeling best
practices
Monitor the extent to which OIA is
considering UW’s position relative
to peers and aspirants when
developing strategies and
constructing goals
Post-construction interview asking
OIA staff to describe the
construction process and related
conversations
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Table 22, continued
Level Three: Transfer
Solution
Category
Intervention Proposed Methods of Assessment
OIA will form an advisory group to peer universities
which will share best practices, provide opportunities for
professional engagement of staff, and create solid tethers
to peer institutions.
6-month out interview with OIA
leadership assessing changes in
recruitment and admission
practices related to staff
participation in the advisory group
Goal-Setting,
Accountability,
and Reporting
Annually OIA will produce a broad analysis which will
identify trends in international student mobility,
university performance within established goals, and
OIA strategies to approach international student
recruitment and enrollment. To be presented at Provost
Staff and Council of Deans
Measuring alignment between the
trend analysis and development/
implementation of subsequent
recruitment and admission
strategies
EM will invest in the development of internal processes
which will support more accurate tracking of students
through the enrollment funnel and better assessment of
the effectiveness of recruitment and admissions
activities.
OIA leaders will propose to EM leadership, enrollment
goals that are informed, pragmatic, and attainable
OIA development of strategies
which directly relate to established
goals
Staff
Integration/
Development,
Visibility, and
Engagement
EM leaders will attend the Council of International
Schools Forum on Higher Education and Guidance and
International ACAC in tandem with leadership from OIA
OIA staff interviews assessing new
or changed EM focus upon
international students
OIA leaderships’ monitoring
references to international student
recruitment and admissions in
broader EM strategy and dialog
EM leadership will implement a job shadowing program
between OIA and domestic admissions counterparts
OIA director’s monitoring of
changes in intra- department
inclusion of OIA in training and
development activities
OIA will conduct annual outreach to the academic units
showcasing trends, introducing strategy, and
demonstrating expertise.
Survey given the semester
following assessing units’
understanding of key international
student trends and OIA’s related
activities
OIA will pilot a one-year recruitment partnership with an
academic unit, involving faculty and students in mixed
recruitment activities
Post-cycle interview with
participant faculty to assess
effectiveness and learning
outcomes
Group debrief with participant
students to assess effectiveness of
the program in increasing
awareness of international student
needs
STRATEGIC INTERNATIONAL ENROLLMENT
131
Table 22, continued
Level Three: Transfer
Solution
Category
Intervention Proposed Methods of Assessment
Staff
Integration/
Development,
Visibility, and
Engagement
EM will support expanded participation of OIA staff in
key professional organizations
Track the number of publications,
academic or otherwise, produced
by OIA staff
Track the number of professional
presentations given annually
Level Four: Results
While Level Three assessments pose challenges in terms of resources and investments in
time, perhaps the most telling of the Four-Level Model to evaluate is the final one. Level Four,
the “impact” level of Kirkpatrick and Kirkpatrick’s framework, measures the results or impact of
the implemented solutions (2006). It’s within this level that UW stakeholders will examine and
reflect upon the work that has taken place within each intervention and consider the affect they
have had upon OIA’s ability to achieve the goals established within the solution plan.
Many of the metrics for evaluation within the Impact Level will occur at or near the
conclusion of various annual cycles within UW planning. These will include timeframes
prescribed by the annual budget, recruitment cycle, admissions and enrollment funnel, and
academic year. As such, evaluation timeframes within Level Four must be informed by the work
cycles of stakeholder involvement within each of the respective annual cycles. In order to
support this effectively, stakeholders must plan with care to align their work to accommodate
comprehensive assessment of each intervention, as well as ensuring sufficient time to
accommodate consideration and dialog regarding changes that may improve the effectiveness of
the plan going forward. Given the prominence of annual work cycles present within a university
setting, UW leadership should consider 2 years of implementation and evaluation in order to gain
STRATEGIC INTERNATIONAL ENROLLMENT
132
a more accurate view of the impact that solutions are having upon achievement of OIA goals.
Detailed measurement related to each intervention are detailed in Table 23.
Table 23
Intervention Assessment Level Four: Results
Level Four: Results
Solution
Category
Intervention Proposed Methods of Assessment
Peer/Aspirant
Identification
EM leadership will identify and provide to OIA
leadership a set of defining characteristics associated
association with those universities most similar to UW
(peers), and another set of characteristics and activities
associated with those universities which UW strives to
achieve (aspirants)
Interview with OIA leadership to
assess the use of the provided
characteristics in the composition
of proposed peer and aspirant
institution lists
IAO will propose a list of 5-10 peer and aspirant
universities to EM leadership, for use in benchmarking,
goal-setting, budget construction, and modeling best
practices
Post-construction report from OIA
measuring OIA’s use of peer and
aspirant lists when forming
recruitment strategies.
6-month out interview with OIA
leadership discussing how the peer
and aspirant lists have been used in
each assessed activity:
benchmarking, goal-setting,
budget construction, and
best/business practices
OIA will form an advisory group to peer universities
which will share best practices, provide opportunities for
professional engagement of staff, and create solid tethers
to peer institutions.
Survey of EM leadership and OIA
staff to gauge influence of the
advisory group upon OIA work
Goal-Setting,
Accountability,
and Reporting
Annually OIA will produce a broad analysis which will
identify trends in international student mobility,
university performance within established goals, and
OIA strategies to approach international student
recruitment and enrollment. To be presented at Provost
Staff and Council of Deans
Annual performance assessment of
OIA activities which were
informed by the trend analysis
EM will invest in the development of internal processes
which will support more accurate tracking of students
through the enrollment funnel and better assessment of
the effectiveness of recruitment and admissions
activities.
STRATEGIC INTERNATIONAL ENROLLMENT
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Table 23, continued
Level Four: Results
Solution
Category
Intervention Proposed Methods of Assessment
Goal-Setting,
Accountability,
and Reporting
OIA leaders will propose to EM leadership, enrollment
goals that are informed, pragmatic, and attainable
Annual written and verbal
assessment of goal attainment and
progress given to EM leaders by
OIA director
Staff
Integration/
Development,
Visibility, and
Engagement
EM leaders will attend the Council of International
Schools Forum on Higher Education and Guidance and
International ACAC in tandem with leadership from OIA
Tracking changes in OIA inclusion
in EM strategic planning, training,
or leadership conversations
EM leadership will implement a job shadowing program
between OIA and domestic admissions counterparts
Staff survey assessing perceptions
of unit integration, familiarity with
or sensitivity to specific duties of
others within EM
OIA will conduct annual outreach to the academic units
showcasing trends, introducing strategy, and
demonstrating expertise.
Monitor engagement of OIA staff
with departmental liaisons
Assess international student
satisfaction in annual campus
climate survey
Discussion with the Council of
Deans
OIA will pilot a one-year recruitment partnership with an
academic unit, involving faculty and students in mixed
recruitment activities
Through-cycle assessment of
applications received, admission
offers extended, and student
enrollments within the academic
unit
EM will support expanded participation of OIA staff in
key professional organizations
Annually assess the depth of field
engagement in a comprehensive
report to EM leadership
Monitor the number of invitations
received by UW staff to serve as
volunteers within the field
Conduct a brand assessment with
external consultant, specific to OIA
Related to the evaluation process, it is worth noting that UW does not assess community
attitudes, at the campus level, toward any of the three institutional priorities which drive the
work of OIA. The value of globalized classrooms and international representation within the
student body are assumed to be present among students, faculty, administrators, and staff.
However, no institutionally-mandated training or outreach programs, nor attitudinal assessments
STRATEGIC INTERNATIONAL ENROLLMENT
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are administered related to this assumption. The absence of these activities imposes university
administration-created assumptions upon the work of OIA. Both university leadership and OIA
staff may be challenged by barriers within the campus community of which they are unaware.
While not a component of the solutions proposed here, measuring campus reaction to
global initiatives, beginning with key university leadership, proceeding through Deans Council,
and throughout the hierarchy of the university may uncover both barriers and pockets of support.
Awareness of these would benefit OIA as they develop collaborative relationships with academic
units involved in international outreach. Assessment findings would better inform university
leadership of the realities present on-campus and may stimulate reevaluation and/or
reprioritization of university goals and activities relevant to international student recruitment.
Knowledge gained from this could also be useful in leveraging areas of goal alignment that may
exist between the broader international goals of the university, the work of OIA, and the
priorities of the various campus academic and student communities.
Recent Influences upon Findings
Significant shifts in geo-politics and global economies have occurred during the time that
this research has taken place. These changes have included the rise of nationalistic sentiment
within western countries including China, the United Kingdom, and the United States (Hamid,
2018). Each of these countries have enacted policies, laws, or exerted social influences which
have affected the number of international student seeking university degree programs abroad
(Redden, 2017; Schulmann, 2017). These influences were acknowledged by one participant in a
leadership role, who stated:
This has been the most confusing year I've ever had in this industry. I thought I was
really getting a good grip on international education, and then there's just been so many
STRATEGIC INTERNATIONAL ENROLLMENT
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curveballs this year with what's happened in this country, in the U.K., reactions from
around the world. It's just made things really crazy.
These evolving global shifts will continue to have importance in developing international student
recruitment and enrollment plans for U.S. universities (Redden, 2017; Schulmann, 2017).
Perceptions of the U.S. as unwelcoming to or biased against non-U.S. citizens expressed
by international students and those who have influence upon them may be having impact upon
international student recruitment (Krantz, 2017; Redden, 2017). Universities within the U.S.
have faced a continued rise in competition for international students, and while overall
international student enrollment has risen every year since 2006, the U.S.’ share of global
students has declined (IIE, 2016).
The competitiveness of U.S. universities has increasingly been challenged by the cost of
attendance at many institutions. Although tuition rates within the U.S. have increased
dramatically in recent years (U.S. Department of Higher Education, 2016), students have had an
additional benefit to consider when considering the costs of attending U.S. universities.
Graduates of U.S. degree programs have had opportunities to remain in the country and work for
a limited number of months following degree completion, with graduates of STEM disciplines
able to remain for up to 27 months. However, challenges to immigration policies may be
eroding confidence in post-graduation work programs (Kavilanz, 2018), and the cost/benefit
calculations for study in the U.S. may be altered accordingly for many students. Challenges to
international student access to post-graduation work may have a negative influence on the ability
of U.S. universities to attract international students at the levels they have recently enjoyed.
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Considerations for Future Research
Research surrounding the influence of institutional characteristics have upon international
student selection of universities would benefit future studies. Limited published research exists
regarding the impact of university location attributes such as geographic location, campus
setting, or students’ socio-political perceptions of universities’ communities and the state in
which a university is located. Understanding the extent to which these factors shape the
university selection process would better inform universities in the goal-setting and strategic
planning processes.
Future studies may further benefit from a parallel analysis of factors affecting the success
or limitations of similar universities in attaining international student enrollment goals. Through
this, the peer assessment protocols suggested in this study would be formalized, as part of an
evaluation of two or more institutions. Drawing upon existing literature and best practices
within the field, this study provides a framework for examining institutional performance and
subsequent strategic planning of international student recruitment and enrollment. However, it
does not consider innovative approaches to similar challenges employed at other universities
which may be transferable to UW.
Conclusion
The gap analysis conducted within this study sought to better understand the knowledge,
motivation, and organization factors impacting the University of William’s ability to achieve its
international undergraduate student enrollment goals. Through survey and interview responses
collected from OIA staff and EM leadership, three categories of need were identified and
addressed. Solutions have been proposed which are based upon established best practices within
the field of international student recruitment and enrollment. An implementation plan for the
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137
proposed solutions was proposed as was a process for evaluating stakeholder progress
throughout the interventions related to each solution.
Of particular interest was the overarching need for improved communication within each
structure that appears to have exacerbated vulnerabilities within the stakeholder group. Given
the tumultuous events that have beleaguered UW in recent years, it was unsurprising to sense
among participants varying effects of fatigue, frustration, and loss. Simultaneously, each
participant evidenced keen interest in furthering the work of their position, as well as
contributing to the rebuilding of the university in the face of increasing external pressures upon
international student enrollment at U.S. universities. The staff of OIA demonstrated encouraging
commitment to the educational, societal, and ambassadorial value of their work, and showed
great respect for the talents and dedication of their coworkers. The affinity and cohesion of the
OIA staff, their belief in the good and value of UW, and their want for improvement is a
commendable asset to the university.
Among the categories of influence which affect UW’s ability to achieve desired results in
international student enrollment, the need for a goal-setting process that is informed by current
factors guiding global student mobility trends, and benchmarking of institutional peer
performance within this area stands out. These factors are essential in the construction of goals
that are responsive, predictive, and attainable within the university’s context. The solutions
proposed above seek to facilitate dialog within the OIA and EM staff. While the communication
methods outlined in both the solution and evaluation plans may appear prescriptive, they
leverage the hierarchies which are very much imbedded within the university in order to promote
the expertise of OIA staff while introducing opportunities for substantive, sustained discourse
between new leaders and a well-regarded, able OIA unit. A focus upon program advocacy and
STRATEGIC INTERNATIONAL ENROLLMENT
138
outreach is evident throughout the proposed intervention but are designed to inform more so than
to promote.
Additionally, the importance of demonstrating expertise where it exists among
stakeholders, and developing expertise where it is lacking, is important in creating trust in the
work of OIA within the institution. Within the field of international admissions and enrollment,
the perception of UW’s OIA staff is positive. This impression is of value to both OIA and UW,
and warrants the informing of senior university leadership. Such exhibitions of skill provide
valuable opportunities to engage the broader campus academic community and promote better
understanding of the needs of international students and their value within the UW learning
community. “It’s like we’ve withdrawn to [administrative] Hall, and the people who used to
know what we do either left or are too busy to notice.” That statement provided by an OIA
participant is telling of the need to proactively reengage within the university.
Collectively, the interventions contained within each solution category of this study
complement one another in purpose and direction. The field of international student recruitment
and enrollment continues to evolve and respond to global changes in politics and economics. As
it does so, few universities will be exempt from changes in goal-setting, strategic planning, and
responsive engagement with the international education community. This study demonstrates
the importance of continued analysis of international recruitment strategies, meaningful
involvement in the field of international student recruitment and admissions, development of
inter- and intra-campus collaborations, and structured goal-setting processes.
The educational, economic, and personal benefits present within international student
enrollment at U.S. universities have been outlined within this study. Current international
political discourse, to the extent that it is demonstrative of a voice within the global populous,
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suggests international education is of increased importance. Former Senator Kit Bond stated that
there is no more powerful form of international diplomacy than the relationships that are fostered
between U.S. and international students on our university campuses (K. Bond, personal
communication, March 25, 2009). As institutions with mandates to promote the public good,
develop human capital, and invest in new and expanding economies, international engagement
cannot be absent from publicly funded universities. As UW leaders work to stabilize and grow
the university’s position within a global education community, their support of work that
promotes successful recruitment, enrollment, and support of international students within its
community will be vital to attaining those goals, and to ensuring the mandates of its mission are
met.
STRATEGIC INTERNATIONAL ENROLLMENT
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APPENDIX A
Survey Protocol
Thank you for participating in the following survey. Your responses will be used to help better
understand how to construct international strategic enrollment management plans at large,
publicly funded, research universities within the United States. Survey responses will further
assist in reducing the length of subsequent interviews.
The survey should take approximately 10-15 minutes to complete. Personally-identifying
information will not be collected as part of this survey, and the anonymity of participants will be
strictly maintained. Your participation in the survey is voluntary, and you may discontinue at
any time.
Questions regarding this survey can be directed to the survey creator, John Wilkerson, at the
University of Southern California; wilkers@usc.edu or +1.573.825.8909.
This survey is hosted through Qualtrics, and John Wilkerson will maintain secure access to
content and data collected within. The complete Qualtrics privacy policy can be reviewed at
https://www.qualtrics.com/privacy-statement/.
Survey
Page 1
Please indicate which resources you are aware of?
IIE Open Doors Report
SEVP By the Numbers
U.S. Department of Commerce, International Trade Reports
OECD’s Directorate for Education and Skills
World bank data
IMF data
UNESCO data
British Council data
EP Nuffic data
To which of the following paid or subscription services do you have full access?
IIE Open Doors data set
The Chronicle of Higher Education
U.S. News & World Report rankings data set
AACRAO Edge
Which of the following university ranking indexes have you accessed within the last six months?
STRATEGIC INTERNATIONAL ENROLLMENT
156
Times Higher Education (THE)
QS
ARWU (Shanghai Index)
U.S. News & World Report
Have you attended any of the following?
AACRAO SEM Conference
NACAC Annual Conference
NAFSA Annual Conference
International ACAC Annual Conference
CIS Forum on Higher Education
Have you participated in visits to peer universities to explore processes and policies employed by
that/those institution(s)?
Yes
No
Page 2
Using the scale provided below, please rate the extent to which you agree or disagree with the
following:
Strongly Disagree – Disagree – Agree – Strongly Agree
I am confident in my ability to evaluate an international secondary credential
I am confident in my interactions with student from any culture or nationality
I am confident in my ability to use multiple international student data sources to inform
recruitment strategies
Using the scale provided below, please rate the extent to which you agree or disagree with the
following:
Strongly Disagree – Disagree – Agree – Strongly Agree
The work that I do has significant impact upon the university’s overall enrollment goals
The work that I do influences strategic planning
The work that I do is no less important than the work of others within the Office of
International Admissions
The work that I do is valued by the university
Page 3
Using the scale provided below, please rate the extent to which you agree or disagree with the
following:
STRATEGIC INTERNATIONAL ENROLLMENT
157
Strongly Disagree – Disagree – Agree – Strongly Agree
I am knowledgeable about available data related to international student mobility.
I am knowledgeable about available data related to influencers upon international
students’ university selection process
The professional experiences I have had have prepared me to contribute to strategic
planning
Using the scale provided below, please rate the extent to which you agree or disagree with the
following:
Strongly Disagree – Disagree – Agree – Strongly Agree
The university is a welcoming community for international students
The university is an enjoyable and positive place to work
The presence of international students on campus is important to the student body as a
whole
Leadership at the university values the educational contribution of students to the campus
learning environment
UW places a greater value upon international students than they would otherwise, due to
the economic benefits they provide to the university
STRATEGIC INTERNATIONAL ENROLLMENT
158
APPENDIX B
Interview Protocol
Thank you for participating in this interview. Your responses will be used to help better
understand how to construct international strategic enrollment management plans at large,
publicly funded, research universities within the United States.
Your participation in the interview is voluntary, and you may discontinue at any time. The
interview should take approximately 35-45 minutes to complete. The interview will be audio
recorded and subsequently transcribed. Your responses will remain confidential, and any
reported statements will maintain your anonymity. John Wilkerson will maintain secure access
to audio recordings, transcriptions, content and data collected within this interview.
Questions regarding this survey can be directed to the survey creator, John Wilkerson, at the
University of Southern California; wilkers@usc.edu or +1.573.825.8909.
Interview Questions
Campus Climate
1. How do you think international students are perceived by the campus community?
Best Practices
2. What does the Office of International Admissions do very well?
3. What practices have you seen at other universities that might improve the work of the
Office of International Admissions?
Peer and Aspirant Universities
4. How does UW’s established peer set influence your work?
5. If rankings and affiliations were not a factor, what universities do you feel are most
similar to UW?
Strategic Recruitment Practices
6. How does UW leverage brand positioning in its recruitment strategy?
7. Tell me how university selection differs among students in different parts of the world?
STRATEGIC INTERNATIONAL ENROLLMENT
159
8. What recruitment practices do you currently employ which result from the university’s
position within its peer group.
Strategic Planning Practices
9. What aspects of international student data collection do you feel you do very well?
10. How do you determine from which areas or regions international students are more, or
less likely to consider pursuing higher education abroad?
Professional Engagement
11. Tell me about your opportunities for professional engagement outside of UW.
12. How does the university benefit from your involvement in professional organizations?
Goal Setting and Attainment
13. Describe for me your involvement in the enrollment goal-setting process?
14. What practice, policy, or lack of policy do you feel creates the greatest vulnerability to
UW’s ability achieve its international student enrollment goals?
STRATEGIC INTERNATIONAL ENROLLMENT
160
APPENDIX C
Interview Protocol – Enrollment Management Staff
Thank you for participating in this interview. Your responses will be used to help better
understand how to construct international strategic enrollment management plans at large,
publicly funded, research universities within the United States.
Your participation in the interview is voluntary, and you may discontinue at any time. The
interview should take approximately 35-45 minutes to complete. The interview will be audio
recorded and subsequently transcribed. Your responses will remain confidential, and any
reported statements will maintain your anonymity. John Wilkerson will maintain secure access
to audio recordings, transcriptions, content and data collected within this interview.
Questions regarding this survey can be directed to the survey creator, John Wilkerson, at the
University of Southern California; wilkers@usc.edu or +1.573.825.8909.
Interview Questions
Campus Climate
1. How do you think international students are perceived by the campus community?
Best Practices
2. What does the Office of International Admissions do very well?
3. In what ways could the Office of International Admissions improve?
Peer and Aspirant Universities
4. Tell me how the university identifies its institutional peer set?
5. Tell me how the university identifies its aspirant institutions?
Strategic Planning & Institutional Goals
6. Describe Strategic Enrollment Management.
7. Describe for me your involvement in the enrollment goal-setting process?
8. What practice, policy, or lack of policy do you feel creates the greatest vulnerability to
UW’s ability achieve its international student enrollment goals?
Abstract (if available)
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Asset Metadata
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Wilkerson, John
(author)
Core Title
Increasing international student enrollment at public research universities: a gap analysis
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Publication Date
08/08/2018
Defense Date
08/06/2018
Publisher
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