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International student recruitment at a public university in the Midwest: a gap analysis

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International student recruitment at a public university in the Midwest: a gap analysis

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Content INTERNATIONAL STUDENT RECRUITMENT AT A PUBLIC UNIVERSITY IN THE MIDWEST: A GAP ANALYSIS by Scott Peters A Dissertation 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 May 2021 Copyright 2021 Scott Peters ii Dedication To Chisa and Haku, who sacrificed and lost so many hikes, vacations, trips, and time to allow me time to work and complete this goal, thank you for your resolve and help. Any success I may have had would not have been possible without your love and support. I love you both very much. iii Acknowledgements I am forever indebted to so many people who have helped my along my journey. Professionally, thank you Dr. Patricia Tobey for sharing your expertise and for your insightful comments on my dissertation as a committee member. Thank you Dr. Todd Kolberg for providing advice and encouragement throughout the entire doctoral program including help on the dissertation as a committee member and for being a trusted colleague and friend. Finally thank you Dr. Kenneth Yates for your invaluable advice, encouragement, and guidance in class and as my dissertation chair. Personally thank you to my parents Chris and Debra for providing encouragement and never allowing me to give up. iv Table of Contents Dedication ....................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii List of Tables ................................................................................................................................. vi List of Figures ................................................................................................................................ ix Abstract ........................................................................................................................................... x Chapter One: Introduction .............................................................................................................. 1 Background of the Problem ................................................................................................ 1 Importance of Addressing the Problem .............................................................................. 2 Organizational Context and Mission .................................................................................. 3 Organizational Performance Status ..................................................................................... 5 Organizational Performance Goal ....................................................................................... 5 Description of Stakeholder Groups and Stakeholder Performance Goals .......................... 5 Stakeholder Group for the Study ........................................................................................ 7 Purpose of the Project and Questions ................................................................................. 8 Conceptual and Methodological Framework ...................................................................... 8 Definitions........................................................................................................................... 9 Organization of the Project ................................................................................................. 9 Chapter Two: Review of the Literature ........................................................................................ 11 Factors That Influence An International Students Destination For Study ........................ 11 Factors That Determine School Choice ............................................................................ 14 Retention ........................................................................................................................... 19 Conceptual Framework ..................................................................................................... 20 Stakeholder Knowledge, Motivation and Organizational Influences Critical Behaviors . 20 Chapter Three: Methodology ........................................................................................................ 40 Purpose of the Project and Questions ............................................................................... 40 Conceptual and Methodological Framework .................................................................... 40 Assessment of Performance Influences ............................................................................ 41 Participating Stakeholders and Sample Selection ............................................................. 60 Instrumentation ................................................................................................................. 61 Data Collection ................................................................................................................. 62 Data Analysis .................................................................................................................... 63 v Trustworthiness of Data .................................................................................................... 64 Role of Investigator........................................................................................................... 64 Limitations ........................................................................................................................ 65 Chapter Four: Results and Findings .............................................................................................. 66 Participating Stakeholders ................................................................................................ 66 Determination of Assets and Needs .................................................................................. 67 Results and Findings for Knowledge Causes.................................................................... 68 Results and Findings for Motivation Causes .................................................................... 88 Results and Findings for Organization Causes ................................................................. 99 Summary of Validated Influences .................................................................................. 111 Chapter 5: Recommendations and Evaluation ............................................................................ 117 Purpose of the Project and Questions ............................................................................. 117 Recommendations to Address Knowledge, Motivation, and Organization Influences .. 117 Summary of Knowledge, Motivation and Organization Recommendations .................. 140 Integrated Implementation and Evaluation Plan Organizational Purpose, Need and Expectations ............................................................................................................ 142 Limitations and Delimitations......................................................................................... 154 Recommendations for Future Research .......................................................................... 156 Conclusion ...................................................................................................................... 156 References ................................................................................................................................... 158 Appendix A: Survey Protocol ..................................................................................................... 168 Appendix B: Focus group protocol ............................................................................................. 175 Appendix C: Information Sheet Survey ...................................................................................... 177 Appendix D: Information Sheet Focus Group ............................................................................ 179 Appendix E: Recruitment Letter ................................................................................................. 181 Appendix F: Immediate Evaluation Tool (Application Website) ............................................... 183 Appendix G: Immediate Evaluation Tool (Orientation) ............................................................. 184 Appendix H: Delayed Evaluation Tool (Levels 1, 2, 3, and 4) .................................................. 186 vi List of Tables Table 1 Organizational Mission, Global Goal and Stakeholder Performance Goals ..................... 6 Table 2 Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the Performance Goal ......................................................................................................................... 25 Table 3 Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance Goal ......................................................................................................................... 31 Table 4 Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the Performance Goal ......................................................................................................................... 37 Table 5 Summary of Assumed Knowledge Influences on Students’ Ability to Achieve the Performance Goal ......................................................................................................................... 44 Table 6 Summary of Assumed Motivation Influences on Students’ Ability to Achieve the Performance Goal ......................................................................................................................... 53 Table 7 Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the Performance Goal ......................................................................................................................... 57 Table 8 Survey Results for Factual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 69 Table 9 Survey Results for Factual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 70 Table 10 Survey Results for Factual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 71 Table 11 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 73 Table 12 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 74 Table 13 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 76 Table 14 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 77 Table 15 Survey Results for Procedural Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 78 vii Table 16 Survey Results for Procedural Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 79 Table 17 Survey Results for Procedural Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 81 Table 18 Survey Results for Procedural Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 82 Table 19 Survey Results for Procedural Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 84 Table 20 Survey Results for Metacognitive Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 86 Table 21 Survey Results for Metacognitive Knowledge of International Student Recruitment and Retention ....................................................................................................................................... 87 Table 22 Survey Results for Value in Reaching out for Help ...................................................... 88 Table 23 Survey Results for Value of the AEC Program ............................................................. 89 Table 24 Survey Results for Self-Efficacy Accomplishing Tasks Vital to the AEC .................... 91 Table 25 Survey Results for Self-Efficacy of Ability to Complete the Program ......................... 93 Table 26 Survey Results for Mood in Reaching out for Help ...................................................... 94 Table 27 Survey Results for Value in Completing the Program .................................................. 95 Table 28 Survey Results for Attribution in Reaching out for Help .............................................. 96 Table 29 Survey Results for Attribution in Completing the Program .......................................... 98 Table 30 Survey Results for Goal Orientation of Feedback from Faculty ................................... 99 Table 31 Survey Results for Resources in the AEC ................................................................... 100 Table 32 Survey Results for Resources in the AEC ................................................................... 103 Table 33 Survey Results for Policies, Processes, and Procedures in the AEC ........................... 104 Table 34 Survey Results for Policies, Processes, and Procedures in the AEC ........................... 106 Table 35 Survey Results for Cultural Setting in the AEC .......................................................... 107 Table 36 Survey Results for Cultural Setting in the AEC .......................................................... 108 Table 37 Survey Results for Cultural Model in the AEC ........................................................... 109 Table 38 Survey Results for Cultural Setting in the AEC .......................................................... 110 Table 39 Knowledge Assets or Needs as Determined by the Data............................................. 112 Table 40 Motivation Assets or Needs as Determined by the Data ............................................. 113 viii Table 41 Organization Assets or Needs as Determined by the Data .......................................... 115 Table 42 Summary of Knowledge Influences and Recommendations ....................................... 118 Table 43 Summary of Motivation Influences and Recommendations ........................................ 126 Table 44 Summary of Organization Influences and Recommendations .................................... 133 Table 45 Outcomes, Metrics, and Methods for External and Internal Outcomes ....................... 144 Table 46 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................. 145 Table 47 Required Drivers to Support Critical Behaviors .......................................................... 146 Table 48 Evaluation of the Components of Learning for the Program. ...................................... 150 Table 49 Components to Measure Reactions to the Program ..................................................... 151 ix List of Figures Figure 1 International Student Enrollment Competitor Countries Market Share ........................... 3 Figure 2 Gap analysis process adapted from Clark and Estes (2008) ........................................... 41 Figure 3 Sample Digital Dashboard ............................................................................................ 153 x Abstract Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around international student enrollment and retention to the Midwest English Center (the Center) at a large Midwestern public university. The purpose of this study was to identify the knowledge and skills, motivation, and organization challenges that contribute to the Center’s gap in accomplishing its organizational goal. The Center’s goal is to (a) prepare their students linguistically, academically, and culturally for university life; (b) provide services to enhance their adjustment and achievement; and (c) advocate for ESL and international students. Mixed methods were used to collect survey data from 30 participants and focus group data for four participants to identify and validate the knowledge and skills, motivation, and organization root causes that may contribute to the students’ role in achieving the Center’s goal. Findings show that in general the students, the stakeholder of focus, have sufficient motivation and receive sufficient organizational support but are lacking in the knowledge necessary to apply and therefore increase enrollment. Based on the findings, solutions drawn from the research literature are offered to address these challenges. This study demonstrates how various stakeholders can systematically apply the Gap Analysis framework to address performance issues when implementing Center-wide collaboration around student enrollment. Keywords: international students, retention, mobility, enrollment 1 Chapter One: Introduction The value of diversity on college campuses has been well documented (American Council of Education, 2012). Having a diverse campus leads to an enriched educational experience, personal growth, promotion of a healthy society, and stronger economic competitiveness (American Council of Education, 2012). An important component to diversity on U.S. college campuses comes from the inclusion of international students and faculty to the college environment. While international faculty numbers remain steady in the U.S., the number of international students has been falling (Study in the States, 2020). This drop is worrisome because in addition to the increased value international students bring listed above, they also add much needed financial benefits to colleges and universities. If financial resources become strained, colleges and universities can cut the budgets of programs and departments that support international students such as English language programs, international student admission advisors, and international student clubs, further exacerbating the drop in international student numbers. Background of the Problem While the drop in international students is relatively new, starting in 2016 (Sevis, 2020), the trend appears to be continuing. An International Institute of Education (IIE) report in 2020 enrollment trends over the previous decade showed a decline in new international students to 269,383 students in 2019 from an all-time high of 300,743 students in 2015. The declining numbers are not just isolated to a few types of students, but have been declining in most programs of higher education. Undergraduate students are down by 1.5%, and non-degree seeking students are down 5.7% while graduate students are holding steady after years of increasing numbers (IIE, 2020). Enrollment surveys within the report give a more context 2 specific picture with the highest ranking universities seeing no decline or even slight increases while smaller lesser known universities seeing the biggest decreases in enrollment (IIE, 2020). This is troublesome as it is the smaller regional universities that can benefit the most from increased diversity. This downward trend also stands in stark contrast to the increasing numbers in markets like Australia, Canada, China or Germany. For example, Australia set a new record for international student enrollments in 2017-18(International Education, 2018) and Canada saw a 20% growth in international student enrollments in 2018 (CBIE, 2020). See figure 1. There may be factors outside of the schools that are leading to lower international enrollments such as political issues, or health reasons, but regardless of whether it is the schools’ fault or not, one thing is clear. Students are not choosing to stay home, but are rather choosing to study at colleges and universities outside of the United States. Importance of Addressing the Problem The problem of the decline in international student enrollment is important to solve for a variety of reasons. Financially, international students contributed $39 billion to the U.S. economy in 2018 and during the 2017 – 2018 academic year, international students created or supported more than 455,000 jobs (NAFSA, 2020). Institutions of higher education in the U.S. rely on these students to be able to fund programs that provide all students with a greater educational experience. International students add diversity and talent to American universities, providing U.S. students a better environment in which to grow. The importance of this problem was summed up best by Dr. Martha Pollack, president of Cornell University, when she stated, “When we discourage or turn away international students, we lose much more than the students themselves …. We lose their inventions and innovation, their collaborative input and their contributions to our communities. In time, we will lose our centers of technical excellence, 3 which will, inevitably, migrate to places where every talented contributor is welcome. Ultimately, we will lose not just our status as a global leader, but the very identity that earned it” (NAFSA, 2020 p. 3). Figure 1 International Student Enrollment Competitor Countries Market Share Note. Adapted from Nafsa.org. (www.nafsa.org/sites/default/files/media/document/nafsa-losing- talent.pdf). 2020 Organizational Context and Mission The Midwest English Center (a pseudonym) is an English language program within the international affairs office of a large public university in the Midwest established in 1964. The mission of the Center is “to prepare our students linguistically, academically, and culturally for 4 university life; provide services to enhance their adjustment and achievement; and advocate for ESL and international students.” The Center attempts to fulfill its mission in four ways. They are intensive language instruction, personalized student support, enriching activities, and cross- cultural events. International students can also use a certificate of completion in some of the programs as a replacement for a standardized English language (TOEFL, IELTS) test score for application to the home university or other universities. The Center offers two distinct programs for international students. The first is the Intensive English program. It is designed for students who are interested in preparing for study at a U.S. university, preparing for the TOEFL or IELTS, conditional admission to the university, improving their English for future studies or a career, and experiencing fun activities and American culture while learning English. Upon arrival to the intensive English program, students will be placed in one of five levels from beginner to advanced. Each level consists of courses offered throughout the year in grammar, listening, speaking, reading, and writing skills. Students attend class Monday through Friday. Classes are also offered online. The second type of program is the collection of “Short” Programs. These programs provide the opportunity for visiting international student groups to concurrently take English classes in the Center and take classes in other departments on campus in discipline specific short programs. The programs are designed for groups of students, such as English teachers from abroad, who want to study abroad at the university for a short time and combine English language learning and content material in a specific field. These programs are often used as a form of professional development. 5 Organizational Performance Status The organizational performance problem this study aims to address is lower student enrollment numbers due to receiving fewer student applications or poor student retention. The Center currently has around 70 students but has the capacity for around 500 students and would like to increase enrollment by approximately 20% by the end of 2021. In order to ensure the economic viability of the Midwest English Center and to put it bluntly, to keep the doors open, the Center needs to increase the number of students enrolled in their programs. Obviously, the Center could no longer “prepare our students linguistically, academically, and culturally for university life; provide services to enhance their adjustment and achievement; and advocate for ESL and international students” if it was no longer in existence. Organizational Performance Goal The Midwest English Center’s goal is to increase enrollment by approximately 20% by the end of 2021. The Center hopes to increase enrollment in order to continue to provide avenues to study at the Midwestern University. Description of Stakeholder Groups and Stakeholder Performance Goals There are several stakeholders in the Center and in the university as a whole but this gap analysis will focus on four primary stakeholders that have the most influence on the Center’s goal of increasing international student applications and enrollment numbers. International students are the first stakeholder. They are the potential enrollees in the Center and the international students already enrolled in the Center. They ultimately decide to enroll and stay (or not) in the Center. The second stakeholder is the Director of the Center. The director is responsible for the curriculum, the faculty, and providing the recruiters with the information necessary to market the programs available. The third stakeholder group are the recruiters. They attend higher education fairs abroad and “sell” the program to potential students and are often the 6 first face-to-face contact potential of potential students. The final stakeholders are the university admissions office staff. They are responsible for the accepting or rejecting international students from the university degree programs. These stakeholders influence the Center’s mission of providing exemplary instruction for students with diverse cultural backgrounds and linguistic ability in English with exposure to American culture that advances academic, professional, and personal goals. Of these stakeholders the students and the director contribute the most to the current organizational goal of increasing enrollment by 20% by the end of 2021. It is also necessary to note that although the university admissions office is not a direct contributor to the current goal, the office leadership does have the authority to grant permission for or deny the resources, such as time and money, to accomplish the individual stakeholder goals. By the end of 2021, international students interested in studying abroad at the Center will know what knowledge, motivation, and organizational resources that they need to apply, enroll, and receive a certificate at the Center. The director of the Center will identify the resources needed to aid in the application, enrollment and retention of international students to support the students and the recruiters will have a better understanding of what the international students need by the middle of 2021. Finally the university admissions office staff will have a better understanding of the value that international students bring to the university culture by the end of 2021. See table 1. Table 1. Organizational Mission, Global Goal and Stakeholder Performance Goals Organizational Mission 7 To prepare our students linguistically, academically, and culturally for university life; provide services to enhance their adjustment and achievement; and advocate for ESL and international students. Organizational Performance Goal By the end of 2021, the Center will increase enrollment by 20%. Stakeholder Goal: International students Stakeholder Goal: Director of the Center Stakeholder Goal: Center recruiters Stakeholder Goal: University admissions office staff By the end of 2021, international students interested in studying abroad at the Center will know what knowledge, motivation, and organizational resources that they need to apply, enroll, and receive a certificate at the Center. By the middle of 2021, the director of the Center will identify the resources needed to aid in the application, enrollment and retention of international students at the Center. By the middle of 2021, the recruiters will describe the advantages the Center has related to what potential international students desire in a study location in all communications to potential students. By the end of 2021, the university admissions office staff will make admissions decisions based on the advantages that international students bring to the university culture. Stakeholder Group for the Study Achieving the goal of the Center to increase enrollment by 20% will take the combined efforts of all of the stakeholders mentioned. However this gap analysis will focus on the students as it is ultimately their decision to enroll and complete the programs offered by the Center therefore they play the largest role in attaining the aforementioned goal. Critical Behaviors Key stakeholder: Students 1. Students access (seek out) information about the program through inquiry forms. 8 2. Students reach out for help regarding applications to admissions officers, career counselors, etc. 3. Students send applications. 4. Students stay and complete the program. Purpose of the Project and Questions The purpose of this project is to conduct a gap analysis to examine the root causes of the organizational problem described above, international student enrollment and retention at the Center. While a complete gap analysis would focus on all Center stakeholders, for practical purposes the stakeholders to be focused on in this analysis are potential and current international students at the Center. The analysis will focus on the causes for this enrollment problem due to gaps in the areas of knowledge and skill, motivation, and organizational resources. The analysis will begin by generating a list of possible or assumed influences, which will be examined systematically to focus on actual or validated causes. As such, the questions that guide this study are the following: 1. What are the knowledge and skills, motivation, and organizational influences that interfere with the Center’s goal of increasing enrollment by 20%? 2. What are the recommended knowledge and skills, motivation, and organizational solutions? Conceptual and Methodological Framework Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify organizational goals and identify the gap between the actual performance level and the preferred performance level within an organization, will be implemented as the conceptual framework for this study. The methodological framework is a qualitative case study with descriptive statistics. 9 Assumed knowledge, motivation and organizational influences that interfere with the Center’s organizational goal achievement will be generated based on personal knowledge and related literature. These influences will be assessed by using surveys, document analysis, interviews, literature review and content analysis. Research-based solutions will be recommended and evaluated in a comprehensive manner. Definitions Terms used throughout this study have the following meaning: ● EAP: English for Academic Purposes. English language courses designed to prepare students for the academic rigors of studying in a foreign country ("Common Acronyms in the TESOL Profession", 2020). ● ESL: English as a Second Language: The teaching of English to speakers of other languages in a setting where English is the primary or an important language, such as the US or UK ("Common Acronyms in the TESOL Profession", 2020). ● IELTS: International English Language Testing system. Similar to TOEFL, IELTS is an English language proficiency test used by academic and professional organizations to measure English language ability ("Common Acronyms in the TESOL Profession", 2020). ● TOEFL: Test of English as a Foreign Language. A standardized test, often used by universities in English speaking countries, to measure the English reading, speaking, listening, and writing abilities of students from countries where English is not the primary language ("Common Acronyms in the TESOL Profession", 2020). Organization of the Project Five chapters are used to organize this study. This chapter provided the reader with the key concepts and terminology commonly found in a discussion about programs designed for 10 international students at English speaking universities. The Center’s mission, goals and stakeholders as well as the initial concepts of gap analysis were also introduced. Chapter Two provides a review of current literature surrounding the scope of the study. Topics such as the factors that influence where (country and school) international students decide to study and the reasons that international students are resilient when it comes to completing the programs in which they enroll. Chapter Three details the assumed interfering elements as well as methodology when it comes to choice of participants, data collection and analysis. In Chapter Four, the data and results are assessed and analyzed. Chapter Five provides solutions, based on data and literature, for closing the perceived gaps as well as recommendations for an implementation and evaluation plan for the solutions. 11 Chapter Two: Review of the Literature Diversity on college campuses plays an important role in an enriched educational experience and personal growth for students, the promotion of a healthy society, and stronger economic competitiveness for universities and the country alike. International students and faculty are an important component of a diverse campus. However, the number of international students has been falling. This has led to a decrease in the social and economic benefits mentioned above. The financial benefits support many programs that benefit both international and domestic students. In this chapter, the factors that lead international students to choose the United States and more specifically factors that influence students to choose a particular school as a study destination will be reviewed. Then I will review the factors that encourage students to stay and complete the programs they start, in other words student retention. Next, I will take a look at the role of students and the critical behaviors they need to exhibit to increase enrollment through the Clark and Estes (2008) gap analysis, focusing on knowledge, motivation, and organizational influences. Finally, I will complete the chapter by presenting the conceptual framework. Factors That Influence An International Students Destination For Study Since the early 2000’s, several studies have focused on what international students look for when choosing an institution of higher learning in a foreign country. The following sections will focus on the factors that lead students to choose the United States as a destination, the factors that lead to individual school choice, and the factors that lead to retention of the students within the school. 12 Factors That Lead Students To The US Studies have shown that prior to choosing a university, international students base their choice of destination country on several factors. However, before choosing a foreign destination students decide not to study in their home countries. This generally happens for two reasons; there is a lack of access to higher education locally or students perceive the overseas education to be superior to the local higher education opportunities. Maringe and Carter (2007) highlighted these factors as driving forces for students in developing countries. African students often choose European countries as study destinations because their home countries lack higher education opportunities or the opportunities provided are perceived as inferior to universities in developed countries. Bodycott (2009) found similar reasons for studying abroad for Chinese students. The highly competitive application process for top universities in China left many students unsatisfied as the perceived quality of the second tier universities in China could not compete with “famous” foreign universities in terms of reputation. Mazzarol and Soutar (2002) echoed these findings with the reputation of many universities in the United States being the main benefactor of this student perception. Once students have decided to study abroad, next they decide on a country to study in. Countries can make themselves more attractive to international students by having a simple and efficient visa application process. Cubillo, Sánchez, and Cerviño (2006) highlighted this as the most effective way national governments can encourage international students to study there. Maringe and Carter (2007) identified it as a major barrier to students in developing countries that lack adequate resources to aid in the visa application process. The diplomatic relationship between countries can play a role in the visa application process and countries that are on good diplomatic terms with many countries enlarge their potential student pool (Eder, Smith & Pitts, 13 2010). Countries can further attract students by providing international students with the opportunity to change their student visa to a work visa after a period of time (Bodycott, 2009). This was echoed by Mazzarol and Soutar (2002). This is further supported by the research of Musumba, Jin, and Mjelde (2011) when they found that the United States in particular attracted many students with the prospect of finding higher paying jobs within the U.S. after graduation. Finally, Chen and Zimitat showed how Taiwanese families who were initially opposed to overseas study were swayed when the destination country offered good prospects for high paying jobs. No review of the literature on college choice, at the country or school level, is complete without mentioning cost. Eder, Smith, and Pitts (2010) mentioned the cost of living of a destination country compared to the home country as a decisive factor when deciding where to study. According to marketing research, Chinese students pay particular attention to price when choosing a country. It is the highest rated of the 7 P’s of marketing followed closely by place (Liu, Kamnuansilpa, & Hirofumi, 2018). Related to cost is safety and culture. Students choose countries that are perceived to be safe. Maringe and Carter (2007) mentioned this as an important factor in country choice. Shanka, Quintal, and Taylor (2006) stated that getting parental approval for study abroad depended a lot on the safety of the destination country. Safety, the quality of life, and the culture of the destination country were rated highly by Chinese parents when surveyed by Bodycott (2009). Mazzarol and Soutar (2002) also mentioned the perception of a welcoming and friendly culture as a factor when choosing a country. Lee and Morrish (2012) mentioned the family’s perception of a culture was influential when students chose Australia as a destination country. Bodycott (2009) also mentioned the possibility for cultural and life experience excursions was attractive to 14 many undergraduate students when deciding to study abroad for a semester or two. Lastly, the destination country’s reputation for having a culture of technological development is increasingly important for both STEM and business majors alike when deciding where to study (McMahon, 1992). While it is the student that will travel and study abroad, it is often the family, specifically the parents that have the final say deciding if or where a student studies abroad. Bodycott (2009) showed an inverse relationship between the distance of the destination country from the home country, meaning the closer the destination country, the more likely a student would choose to study there. Mazzarol and Soutar (2002) had similar findings when they stated that the closer the destination country, the more likely the parents of the student were to agree to pay for tuition. While Shanka, Quintal, and Taylor (2006), Eder, Smith and Pitts (2010) and Soo and Elliot (2008) listed proximity to the home country as a major factor when deciding where to study abroad. Interestingly, the opportunity to learn English in and outside of the school also positively influenced parents when advising their children on a study destination country (Eder, Smith, & Pitts, 2010). As the literature above shows, international students base their choice of destination country on several factors such as, a lack of access to higher education locally, cost issues, culture and environment, influences from family, friends and professors, their immigration prospects, the quality of foreign higher education, and the ease of the visa application. In the next section, the factors that lead students to choose a particular school will be reviewed. Factors That Determine School Choice Research has shown that several factors influence whether or not international students apply to a specific university. As you would expect, the school’s reputation for quality education 15 is a major influence on applications and enrollment (Bodycott, 2009; Chen & Zimitat, 2006; Counsell, 2011; Cubillo, Sánchez, & Cerviño, 2006; Eder, Smith, & Pitts, 2010; Maringe, 2006; Mazzarol & Soutar, 2002; Nicholls, 2018; Soo & Elliott, 2008; Soutar & Turner, 2002). Cubillo, Sánchez and Cerviño (2006) rated it as the most important factor. Eder, Smith and Pitts (2010) mentioned the reputation as seen by fellow countrymen and women was quite important with how family and friends view a school as particularly important. Bodycott (2009) goes beyond the reputation of the school and includes the reputation of the school’s city or region and the quality of the school’s ESL program as important as well, although Nicholls (2018) stated that school reputation is far more important than the reputation of the city or region. Mazzarol and Soutar (2002) and Soutar and Turner (2002) showed a direct relationship between a high reputation and the number of applications. They also included the reputation of the faculty as an influence. Maringe (2006) echoed the findings of Mazzarol and Soutar (2002) and Soutar and Turner (2002) but added that overall school reputation trumped the reputation of a particular program or school within a university. Reputation is even more important than cost (Soo & Elliot, 2008). Chen and Zimitat (2006) and Counsell (2011) showed the importance of reputation compared to local options. They stated students in areas with poorly rated local options would choose an overseas university. Chen and Zimitat also added the school’s reputation for helping international students through the application and enrollment processes and continuing English language support was positively related to school choice. A high quality education has a direct influence on a student’s ability to get a job after graduating and career prospects is another influential factor in school choice for international students. Both Eder, Smith and Pitts (2010), and Soutar and Turner (2002) rank ability to get a job as the biggest determining factor in school choice for international students. Mazzarol and 16 Soutar (2002) and Maringe and Carter (2007) also mentioned the ability of a school to lead to good career options was an important determinant. Finally, Maringe (2006) also added that the ability to get a job in both the home and destination country is vital for many students. While a quality education and the ability to get a job after graduation are important, cost is still a consideration for many. Eder, Smith and Pitts (2010) ranked it second behind career prospects. Soo and Elliott also mentioned its importance (2008). Nicholls (2018) pointed out that affordability is more of a concern for non-Chinese students. An example of this phenomenon is Thai students and their concern for total cost overall, meaning tuition, room, and board as being a strong determinant in school choice (Pimpa, 2003). Petruzzellis and Romanazzi (2010) also showed the importance of cost for Italian students. Cost can be more of a concern for international students than domestic students because international students rarely receive financial aid in the form of scholarships from the university Bodycott (2009) showed the inverse relationship between cost and enrollment for international students who received little to no financial aid. This was further shown by Maringe (2006) when the relationship between cost and enrollment numbers was analyzed and schools with lower tuition had a higher percentage of students offered a place, actually enroll. Interestingly, it is not only the perceptions of the student and family that can influence school choice for international students, but friends and undergraduate professors as well. Maringe and Carter (2007) highlighted the importance of undergraduate professors and friends when choosing a graduate school in the United Kingdom. This was echoed by Bodycott (2009) in Chinese students in a survey of what was important in school choice. Mazzarol and Soutar (2002) took it a step further when they mentioned that some students felt pressure from friends and family to attend one school abroad over another. Thai students are particularly aware of the 17 opinion of their undergraduate professors when selecting a graduate school overseas (Pimpa, 2003). Taiwanese students were similarly influenced by professors in addition to family and friends (Chen, & Zimitat, 2006). Chen (2007) stated students from East Asia were also keenly aware of the perceptions of their friends of particular schools abroad. While Lee and Morrish (2012) stated family feelings toward a particular school are most important, friends also hold some sway for Chinese students. Perceptions and feelings about a school are no doubt important but the individual programs within a school are also important. Several studies have shown the importance of the range and types of programs a school offers. Eder, Smith and Pitts (2010) stated that the range and types of programs offered influenced student choice greatly. More specifically, Mazzarol and Soutar (2002) showed that a wide array of courses within programs and disciplines attracts student applications and later enrollment. Thai international students want desirable programs, and rate a program that suits their needs as more important than a school’s reputation (Pimpa, 2003). Maringe (2006) highlighted the importance of having an array of programs for undergraduate international students, as they will often change majors during their undergraduate academic career and want choices. The study showed that more majors leads to more applications and enrollments. Lei and Chuang (2010) mentioned that the more paths to graduation a school offers, the more potential students there are. For graduate students with families, this was a determining factor. Counsell (2011) highlighted the importance of a good English language preparation program. An English program with a good reputation was important to Chinese students. Both tangible and intangible factors about a school also can have an effect on applications and enrollments. Maringe and Carter (2007) and Price, Matzdorf, Smith and Agahi 18 (2003) mention the overall “cultural” atmosphere, environment, and climate can, in some situations, be the deciding factor in school choice. Chung, Holdsworth, Li, and Fam (2009) showed that Chinese parents would even defer school choice solely to the student if they approved of the school’s culture. Chen (2007) adds to that, mentioning international students in Canada also considered the physical climate and environment to their important factors list when deciding a school. Safety is also a consideration. Bodycott (2009), Chen and Zimitat (2006), and Chen (2007) all mention safety of campus and the surrounding town as important, especially among parents. On the tangible side, a beautiful campus helps influence some international students (Chung, Holdsworth, Li, & Fam, 2009). STEM majors were influenced by having modern facilities, especially labs (Bodycott, 2009). The final factor in international student school choice is recruitment. Recruitment involves the recruitment materials produced, the individuals involved, and the relationships with agencies and families. Mazzarol and Soutar (2002) stated that attractive marketing materials led some students to apply. Perhaps more important than the materials, is the relationships that are built during recruitment. The relationship the student has with the school’s administration was extremely important to Italian students on school choice (Petruzzellis & Romanazzi, 2010). Asian students value the relationships that schools have with local recruiters and agencies as they feel more comfortable with the local representatives regarding language and culture (Cheung, Yuen, Yuen & Cheng, 2011). Finally, Lei and Chuang (2010) found that international graduate students appreciate when faculty are involved in the recruitment process. In other words, meeting and communicating with professors attracts more students. The above research shows there are a variety of factors that influence international students to apply to a specific university. 19 After attracting international students, organizations of higher education need to focus on keeping them enrolled and completing programs. Retention Attracting international students to apply and enroll in a university is obviously important but student enrollment numbers will decline again if the students don’t stay and complete the programs. The quality of a school’s facilities is important. Facilities can include, labs, classroom technology, athletic fields and especially housing. Facilities were rated as one of the most important things in studies by Price, I., Matzdorf, Smith, and Agahi (2003) and Bodycott (2009). Of course curriculum and learning were important factors as well. Petruzzellis, and Romanazzi (2010) mentioned student satisfaction as the top determinant for Italian students while Price, Matzdorf, Smith and Agahi (2003) found a positive relationship between satisfaction with a curriculum and retention. Culture was mentioned above as an influence in school choice so it is not surprising that it is influential in retention as well. Both Chen (2007) and Counsell (2011) mentioned a fun and welcoming culture as a reason to stay at a school. Finally, Zhou (2015) stated that faculty is a reason that some students choose to stay at a school when other factors could lead them to leave. Positive relationships with faculty positively influenced students, even when facilities and culture were perceived as negative. In sum, while several factors lead to country and school choice, there are a few core, important reasons why international students stay and complete their program of study. These reasons are the institutes’ facilities, student satisfaction with curriculum, the culture, and satisfaction with faculty. Next, the conceptual framework that will be used to examine these influences will be discussed. 20 Conceptual Framework In this study, the Clark and Estes (2008) performance analysis model will be utilized. This systematic, analytical method clarifies organizational goals and identifies the current and preferred performance level within an organization. This problem solving-process is based on relating stakeholder goals to the organizational goals, and identifying the assumed performance influences in the areas of knowledge, motivation and organization using general theory, literature on international students in higher education, and an existing understanding of the organization. Assumed knowledge, motivation and organizational needs will be generated based on data from the Midwest English Center, discussions with the director of the Center, and related literature. These needs will be supported and validated by data, including knowledge assessments, and motivation and organization scales. Data collection methods include surveys and focus groups. Research-based solutions will be recommended accompanied by an implementation and evaluation plan Stakeholder Knowledge, Motivation and Organizational Influences of Critical Behaviors In this study, the students are the key stakeholders. The following critical behaviors will be analyzed through the lenses of knowledge, motivation, and organization. 1. Students access (seek out) information about the program through inquiry forms. 2. Students reach out for help regarding applications to admissions officers, career counselors, etc. 3. Students send applications. 4. Students stay and complete the program. 21 The second and the fourth critical behaviors will be prioritized. The second behavior has a direct relationship with whether or not a student will complete the application and the fourth critical behavior is a representation of student success and satisfaction. Knowledge and Skills Analyzing the assumed shortcomings in the primary stakeholder’s knowledge base is critical in determining solutions for the gap in the program’s number of applications, enrollment and retention rates. Understanding the knowledge causes will not give all the information we need, but will provide us with a piece of the framework of our final complete solution. The four types of knowledge that will be examined and considered are factual, conceptual, procedural, and metacognitive knowledge (Anderson & Krathwohl, 2001). Factual knowledge consists of isolated nuggets of information such as the population of Cleveland, Ohio. Having conceptual knowledge is understanding the web of relationships between things such as understanding that Cleveland is a city in the state of Ohio. Procedural knowledge is the knowledge one displays when completing a task, such as knowing how to open Google Maps on a smartphone in order to find directions to Cleveland, Ohio. Finally metacognitive knowledge is knowledge about one’s own learning, for example knowing what shortcomings one might have when trying to learn the other three knowledge types about Cleveland, Ohio (Anderson & Krathwohl, 2001; Krathwohl, 2002). The tables below summarize the two prioritized critical behaviors for the primary stakeholder and the assumed knowledge causes as to why the stakeholder does not display the aforementioned behaviors. 22 Declarative Factual Knowledge Influences In this study, students need to know (a) who to reach out to for help; (b) the requirements for passing individual classes; (c) the requirements to complete the program. Reaching out for help is integral to completing the application process, getting accepted, and enrolling in a college (Klasik, 2012). Klasik found five steps that most college bound students completed. Reaching out and consulting with an advisor was one of them, and few students who did not complete these five steps actually enrolled in college. Rice et al. (2009) found that reaching out for help is more significant for international students. International students had lower levels of rapport with advisors overall but they found that international students that formed positive relationships with advisors had higher satisfaction with the application process and the program itself, leading to more retention, while weak advising relationships led to confusion and dissatisfaction with the program. Zhang and Hagedorn (2011) found international students from China found the relationship especially important, although they were often hesitant to create this relationship due to cultural reasons such as trust issues and not wanting to display weakness. They stated Chinese students have little knowledge of the application process, the visa process, whether or not a school is a good fit, and common American institutional practices related to course and degree completion. Since the requirements for completing courses and degrees at American universities are posted in syllabi and university websites many school leaders think international students should know this information. However many international students don’t know where or how to access this information so advisors become all the more important. Wilson (2011) found that many of these misunderstandings can be mitigated with improved communication between the school and the international student. She believes this can be done with good advisors. Her research showed 23 good advisors can improve communication between school/advisors and students, lead to better orientation programs, improve the English of international students, help students with short term and long term goals, and help students plan schedules. While the declarative knowledge might appear basic and a given, research shows that it is vital to the critical behaviors. In addition to the declarative knowledge factors, students also need to know conceptual knowledge as well to complete the critical behaviors. Conceptual Knowledge Influences Students need to know (a) the relationship between reaching out for help and the application process; (b) the stages of the application process; (c) the order of the classes to complete the program; (d) the relationship between studying English and progressing through the program. As mentioned above, Klasik (2012) showed the importance of students reaching out for help to understand the stages of the application process and Rice et al. (2009), Wilson (2011) and Zhang and Hagedorn (2011) highlighted the importance of creating a positive relationship with advisors for international students in order to get the information they need to complete the program. Ward (2004) added the importance of English competency to the necessary conceptual knowledge. He stated, “Language skills are important because they affect the quality and quantity of intercultural interactions” (Ward, 2004, p. 190). To put it another way, without adequate language skills, students cannot get the help they need. He also recommended schools hire advisors with some foreign language ability to aid in communication with international students. The above research shows that understanding the relationship between reaching out for help to understand the application process and reaching out for help to understand the path to program completion is crucial to successful applications and successful program completion. 24 While understanding the declarative and conceptual knowledge is vital, they are not the only knowledge types students need. Procedural Knowledge Influences Students need to know (a) how to reach out for help (in English); (b) how to contact advisors/counselors; (c) how to register for classes; (d) how to learn a language. The importance of advisors in providing help for applications, enrolling, and learning about course and program requirements has been established (Klasik, 2012; Rice et al., 2009; Wilson, 2011; Zhang and Hagedorn, 2011).Ward (2004) introduced the importance of having appropriate English language skills. Sim (2005) adds to the importance of English language learning. Chinese students with stronger English language ability understood the language learning process better. They also understood the learning process in their other classes better as well. As the above literature states, having the English language ability and understanding process of advising is vital to knowing how to reach out for help and ultimately success in higher education. The final type of knowledge, metacognitive, is discussed below. Metacognitive Knowledge Students need to (a) know how to self-monitor when reaching out for help; (b) possess reflective skills that aid in learning. Students who map out the steps in the application process and monitor their progress usually complete the process and end up enrolling in the school (Klasik, 2012). After arrival on campus, students also need to reflect on the learning process to succeed in their attempt to complete the program. Sim (2005) showed that Chinese students who improved their English language skills also improved their ability to reflect on the learning 25 process in general and felt more motivated. Having and using the ability to self-reflect leads to improved motivation, progress, and application success in international students. Table 2 shows the stakeholder’s influences and the related literature. Table 2 Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the Performance Goal Assumed Knowledge Influences Research Literature Author, Year; Author, Year. Declarative Factual (terms, facts, concepts) Students need to know… Students need to know who to reach out to for help. (CB 2) Klasik, 2012; Zhang, Hagedorn, 2011; Students need to know the requirements for passing individual classes. (CB 4) Wilson, 2011; Rice, K., Choi, C., Zhang, Y., Villegas, J., Ye, H., Anderson, D., … Bigler, M. (2009) Students need to know the requirements to complete the program. (CB 4) Wilson, 2011; Rice, K., Choi, C., Zhang, Y., Villegas, J., Ye, H., Anderson, D., … Bigler, M. (2009) Declarative Conceptual (categories, process models, principles, relationships) Students need to know... 26 Students need to know the relationship between reaching out for help and the application process. (CB 2) Klasik, 2012; Zhang, Hagedorn, 2011; Students need to know the stages of the application process. (CB 2) Klasik, 2012; Zhang, Hagedorn, 2011; Students need to know the order of the classes to complete the program. (CB 4) Wilson, 2011; Rice, K., Choi, C., Zhang, Y., Villegas, J., Ye, H., Anderson, D., … Bigler, M. (2009) Students need to know the relationship between studying English and progressing through the program. (CB 4) Ward, 2004; Wilson 2011; Rice, K., Choi, C., Zhang, Y., Villegas, J., Ye, H., Anderson, D., … Bigler, M. (2009) Procedural Students need to know how to… Students need to be able to ... Students need to know how to reach out for help (in English). (CB 2) Ward, 2004; Zhang, Hagedorn, 2011; Students need to know how to contact advisors/counselors. (CB 2) Klasik, 2012; Zhang, Hagedorn, 2011; Students need to know how to register for classes. (CB 4) Wilson, 2011; Rice, K., Choi, C., Zhang, Y., Villegas, J., Ye, H., Anderson, D., … Bigler, M. (2009) Students need to know how to learn a language. (CB 4) Ward, 2004; Sim 2005 27 Metacognitive Students need to know how to reflect on... Students need to know how to self- monitor themselves when reaching out for help. (CB 2) Klasik, 2012 Students need to possess reflective skills that aid in learning. (CB 4) Sim, 2005 Motivation General theory. Clark and Estes (2008) identify three key factors in motivation; choice, persistence, and mental effort. Choice simply refers to the motivation to start something; persistence is the motivation to continue doing something; and mental effort is the level of investment that is needed to accomplish something, in other words how hard a task is to accomplish. Stakeholder specific factors. Of the three aforementioned key factors in motivation noted by Clark and Estes (2008), choice is the main motivational indicator of the students. They are simply choosing to not begin the critical behaviors. To have this motivation, a number of variables play a role. The students must value the behavior (Pintrich, 2003), have confidence in their ability to complete the behavior (Pajares, 2006), believe they behavior is internal, controllable and stable (Anderman & Anderman, 2009), and set measurable goals Clark and Estes, 2008). The assumed cause of this motivational indicator is based on two key variables. The students do not value the behavior or do not start the behavior due to external, uncontrollable attributions. The motivational influences have prioritized the same two critical behaviors as the knowledge influences for the same reasons. 28 Value Value is a motivational construct that largely depends on one thing: how useful the students perceive the task to be (Rueda, 2011). In this study, students need to (a) value and understand the importance of reaching out to admissions advisors and counselors for help; (b) value and understand the importance of actually staying and completing the program. Students find value in a school in a variety of ways and mirror the reasons why students choose a school in the first place. Bodycott (2009), Cubillo, Sánchez, and Cerviño (2006), Mazzarol and Soutar (2002), Soutar and Turner (2002) all mention the institution's reputation for quality instruction as a major determinant of value for students. Not only quality instruction but quality faculty are important indicators of value as well (Mazzarol, & Soutar, 2002; Soutar & Turner, 2002; Zhou, 2015). The relationships that students develop also lead to perceived value. Relationships with administration and staff, in addition to faculty, can add value (Mazzarol, & Soutar, 2002; Petruzzellis & Romanazzi, 2010). Eder, Smith, and Pitts (2010), Mazzarol and Soutar (2002), and Soutar and Turner (2002) all state the importance of getting a job after graduation as a way students assign value to a school. The range and types of programs, including ESL programs, the school offers leads to students valuing a school (Bodycott, 2009; Eder, Smith, & Pitts, 2010; Mazzarol & Soutar, 2002). Facilities such as labs, classrooms, living accommodations, fitness centers and others are also mentioned by students as things that add value to a school (Bodycott, 2009; Price, Matzdorf, Smith & Agahi, 2003). No review of value would be complete without mentioning cost. Several studies showed value for money as important (Bodycott, 2009; Eder, Smith, & Pitts, 2010; Petruzzellis, & Romanazzi, 2010). As the literature mentioned above states, students that value the reputation of the institution, believe 29 they are getting a good education for their money, and value the quality of the faculty will lead them to apply and stay at a university. Self-efficacy Self-efficacy is how confident the students are in being able to complete a task or behavior (Rueda, 2011). In this study, students need to be confident (a) in their ability to reach out to admissions advisors and counselors for help (in English); (b) in their ability to stay and complete each course of the program. In order to have confidence in their ability to seek help and complete a program international students need English language skills. Chen and Zimitat (2006) found a school’s reputation for improving the English of international students positively influenced their feelings of self-efficacy. Bodycott (2009) and Counsell (2011) reiterate the importance of improving English while at university as ways to increase self-efficacy. When students perceive their English language ability as improving, they are more likely to feel confident in their ability to succeed in higher education. Mood Mood is simply how positive the students feel about a particular task or behavior (Rueda, 2011). In this study students need to have positive feelings (a) about reaching out to admissions advisors and counselors for help; (b) about staying and completing the program. Clark and Estes (2008) tell us that positive emotional environments support motivation. It’s not surprising then that the environment of a school can positively affect mood. Chen (2007) reported that a welcoming culture was important to increasing a student’s feelings regarding a school. Beyond the cultural environment, the learning environment can also improve mood. Petruzzellis and Romanazzi, (2010) and Price, Matzdorf, Smith and Agahi (2003) show that 30 satisfaction with the curriculum and their learning progress lead to more positive feelings. Finally, Chen and Zimitat (2006) report that when a school supports international students with English language learning, their overall impression, including feelings toward a school, increase. When students feel positive about their interactions with advisors and counselors and the culture of the school, they rate their satisfaction levels higher, leading to higher enrollments and retention. Attribution Attribution is how students explain the causes of a particular event or outcome. Individuals can see themselves as the reason for the success or failure (internal) or they can view the cause as external (Rueda, 2011). In this study students need to recognize (a) that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so; (b) that staying and completing the program is due to their own effort. Anderman and Anderman (2006) explain that learning and motivation are enhanced when individuals attribute success or failures to effort rather than ability. Lu, Woodcock, and Jiang (2014) show the importance of this when they report that among learners of English in Chinese universities, attribution is more important than other causes of failure. They further mention that whether the students were autonomous or not, effort attribution was a key indicator of success. The research above shows the importance of attribution in successful students. Goal orientation Goal orientation refers to students' reasons for attempting achievement behaviors. These reasons may be to learn (mastery orientation), to do better than others (performance orientation) or to avoid failure (performance-avoidance orientation) (Rueda, 2011). In this study students need to learn from mistakes in order to stay and complete the program. 31 On a general level, Pintrich (2003) tells us the students need goals because they motivate and direct them. More specifically for international students, Pyburn, Horst, and Erbacher (2016) report that international, as well as domestic students, succeed more when they attain mastery through help-seeking behaviors. They state the help-seeking behaviors and learning from their prior mistakes was a common attribute across all clusters of students who achieved success. Barron and Harackiewicz (2003) added to this stating the reason for seeking help was not important and that both performance and mastery orientation were beneficial and had positive effects on success for domestic and international students. Oroujlou and Vahedi (2011) made the connection to the ESL classroom. Echoing the previous studies with mastery orientation leading to more success not only in the ESL classroom but beyond in the degree programs as well. Research reviewed above shows that having goals and both performance and mastery orientation leads to success for both domestic and international students although students show better results when mastery orientation is the goal of language learning. Table 3 shows the stakeholder’s influences and the related literature. Table 3 Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance Goal Assumed Motivation Influences Research Literature Author, Year; Author, Year. Value Students need to value… 32 Students need to value and understand the importance of reaching out to admissions advisors and counselors for help. (CB 2) Petruzzellis, L., & Romanazzi, S., 2010; Eccles, 2006 Students need to value and understand the importance of actually staying and completing the program. (CB 4) Price, I., Matzdorf, F., Smith, L., & Agahi, H., 2003; Cubillo, J.M., Sánchez, J., & Cerviño, J., 2006; Eder, J., Smith, W. W., & Pitts, R. E., 2010; Bodycott, P., 2009; Mazzarol, T., & Soutar, G.N., 2002; Soutar, G. N., & Turner, J. P., 2002; Zhou, J., 2015; Eccles 2006 Self-Efficacy Students need to have confidence that ... Students need to have confidence in their ability to reach out to admissions advisors and counselors for help (in English). (CB 2) Counsell, D., 2011; Chen, C.H., & Zimitat, C., 2006; Bodycott, P., 2009; Pajares, 2006 Students need to have confidence in their ability to stay and complete each course of the program. (CB 4) Sim, 2005; Pajares, 2006 Mood Students need to feel positive about… Students have positive feelings about reaching out to admissions advisors and counselors for help. (CB 2) Chen, L., 2007; Chen, C.H., & Zimitat, C., 2006; Clark, R. E. & Estes, F., 2008 Students have positive feelings about staying and completing the program. (CB Petruzzellis, L., & Romanazzi, S., 2010; Price, I., Matzdorf, F., Smith, L., & Agahi, H., 2003; Clark, R. E. & Estes, F., 2008 33 4) Attribution Students need to recognize that.... Students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so. (CB 2) Anderman, E. & Anderman, L., 2006 Students need to recognize that staying and completing the program is due to their own effort. (CB 4) Sim, 2005; Anderman, E. & Anderman, L., 2006 Goal orientation Students learn from mistakes in order to stay and complete the program. (CB 4) Pintrich, P. R., 2003; Pyburn, E., Horst, S., & Erbacher, M., 2016; Barron, K., & Harackiewicz, J., 2003; Oroujlou, N., & Vahedi, M., 2011 Organization As stated above, critical behaviors two and four have been prioritized. Critical behavior two for its relationship with applications and critical behavior four for the relationship with student success. Resources Resources refers to the time, money, and people an organization employs in a given area (Clark and Estes, 2008). In this study, the school needs to provide (a) adequate resources in 34 the admissions advisers’ office; (b) adequate resources such as housing, libraries, and tutoring that support program completion. Resources outside of the classroom are just as important as those inside and schools need to invest in the support programs that international students need to be successful. Curtin, Stewart, and Ostrove (2013) show how important an advising office is by the importance international students placed on it in terms of feeling a sense of belonging on a college campus. Strong advising programs fostered the sense of belonging while weak programs eroded it. Eder, Smith, and Pitts (2010) reported that the range and type of support programs positively influence study abroad destination choices for international students. Price, I., Matzdorf, Smith and Agahi (2003) illustrate the importance of facilities. They state new and modern laboratories, dormitories, libraries, and eating options greatly affect international student choice. This was repeated by Bodycott who also added the necessity of English language support (2009). Chen and Zimitat also mentioned the importance of English language support programs. They also stated that international students and their parents with safety concerns are swayed by well supported campus safety resources such as campus police. Lei and Chuang (2010) highlighted the importance of knowledgeable advisors, who can assist international students through flexible paths to degree completion. As we can see above, schools that apply the resources necessary to have an efficient advising service, and a safe, modern campus attract and retain students well. Policies And Procedures The school needs to have the proper policies and procedures in place to facilitate the critical behaviors (Clark and Estes, 2008). In this study the school needs to (a) have a policy that supports admissions advisers being available to students during most times; (b) have adequate policies in place to support student achievement leading to retention and completion of the program. 35 Mazzarol and Soutar (2002) report that schools that have a policy of providing a wide array of support programs attract international students. Similarly, Lei and Chuang (2010) show that flexible programs of support to aid in program completion is a draw for international students who lack confidence, especially in English. The value of these policies is reinforced by the work of Klisch (2000). Klisch found that international nursing students stayed and completed the program at a higher rate when the school had a policy in place to assign an advisor specifically for international student nurses. In general he found ESL support staff and policies were also beneficial to the international student population as a whole. His research also showed a policy of training faculty in the needs of international students aided in student achievement and retention. Prior to arriving on campus international students were attracted by schools with well-developed policies of recruitment. Petruzzellis and Romanazzi (2010) mentioned the importance international students place on developing relationships with administration during the recruitment process. Lei and Chuang (2010) showed that graduate students wanted to have faculty involved in recruitment and valued schools that provided access to professors during recruitment. Cheung, Yuen, Yuen and Cheng (2011) highlighted the importance of schools taking the time to develop relationships with local recruiters for students from the Far East. These relationships provided students with a level of trust that other schools did not have. STEM students are impressed with schools that have processes in place to review and update curriculum (Nicholls, 2018; Price, Matzdorf, Smith, & Agahi, 2003). Finally, some students were simply impressed by slick and well produced marketing materials, showing the importance of having a policy in place that spends money on the materials (Mazzarol & Soutar, 2002). As the literature above indicates, having appropriate policies and procedures to ensure the effective use of the resources employed leads to more applications and better retention percentages. 36 Cultural Setting The cultural setting is the context in which the critical behaviors occur (Gallimore & Goldenberg, 2001). In this study the school needs to provide a culture (a) where the admissions officers and counselors are available prior to application deadlines; (b) that has available classrooms and a course schedule that allows students to complete the program. The relationship with administration during recruitment is an important influence on school choice (Petruzzellis & Romanazzi, 2010). As Chen (2007) reports, it helps to create that welcoming culture that confirms the students’ choice of school and retains students over the long run. Maringe and Carter (2007) illustrate how an administration can show potential students the overall atmosphere and environment of a school during the application process by being available and answering questions. Simply displaying a fun culture was a deciding factor for some students to enroll and stay at a university (Counsell, 2011). Schools can further improve their cultural setting by offering linguistic preparation in the form of ESL courses (Major, 2005). Major further shows the importance of helping international students adapt to the cultural setting as the adjustment is more demanding than just being linguistically prepared. This understanding is essential for university administrators, admissions officers, international recruiters, advisers, and university staff and faculty in English-speaking countries. They can bridge this gap by offering extended orientation to help students acclimate positively to school culture (Major, 2005). A favorable course schedule with multiple offerings and moderate class sizes are other important aspects to a school’s cultural setting. Simply providing enough classes was a major component to retention in several studies (Class Scheduling, 1995; Lei & Chuang, 2010; Maringe, 2006; Mazzarol & Soutar, 2002). Schools that apply resources to create a culture with advising readily available and several courses offered leads to increased retention and enrollment. 37 Cultural Models Cultural model refers to the concepts of help-seeking and program completion. (Gallimore & Goldenberg, 2001) In this study, the school needs to (a) provide a culture of seeking and providing help in the organization; (b) has a commitment to and culture of program completion. A University’s reputation for having a supportive culture in the home country of an international student (Eder, Smith & Pitts, 2010) and a reputation for quality in faculty and support programs affects student choice (Mazzarol & Soutar, 2002). This finding was supported by Kozanitis, Desbiens, and Chouinard, (2007) when they showed the relationship between the reaction of the faculty and advisor to students seeking help. The more positive the reaction, the more positive the effects on the student in terms of self-efficacy and task value. If faculty and advisors were positive about the help-seeking behavior, the students were more likely to repeat it. More than just quality in the classroom, schools with reputations for high graduation rates and high job placement rates attract students (Soutar & Turner, 2002). Motivation to graduate does not only come from school officials. Zhou (2015) found that schools with a strong culture of completion created by peers, also are attractive for international students. In other words, these schools have a high social cost of not completing the program. Cultivating a welcoming culture where help-seeking and program completion is the norm have more motivated and successful students. Table 4 Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the Performance Goal Assumed Organization Influences Research Literature 38 Author, Year; Author, Year. Resources (time; finances; people) Students have the resources to … The school needs to provide adequate resources in the admissions advisers’ office. (CB 2) Eder, J., Smith, W. W., & Pitts, R. E., 2010; Price, I., Matzdorf, F., Smith, L., & Agahi, H., 2003; Cheung, A.C.K, Yuen, T.W.W., Yuen, C.Y.M., & Cheng, Y.C., 2011; Lei, S. A., & Chuang, N., 2010; Chen, L., 2007 The school needs to provide adequate resources such as housing, libraries, and tutoring that support program completion. (CB 4) Price, I., Matzdorf, F., Smith, L., & Agahi, H., 2003; Bodycott, P., 2009; Chen, C.H., & Zimitat, C., 2006; Curtin, N., Stewart, A., & Ostrove, J., 2013 Policies, Processes, & Procedures Students need to have policies that align with ... The school needs to have a policy that supports admissions advisers being available to students during most times. (CB 2) Mazzarol, T., & Soutar, G.N., 2002; Petruzzellis, L., & Romanazzi, S., 2010; Cheung, A.C.K, Yuen, T.W.W., Yuen, C.Y.M., & Cheng, Y.C., 2011; Klisch, M. L., 2000; The school/program needs to have adequate policies in place to support student achievement leading to retention and completion of the program. (CB 4) Nicholls, S., 2018; Lei, S. A., & Chuang, N., 2010; Price, I., Matzdorf, F., Smith, L., & Agahi, H., 2003; Petruzzellis, L., & Romanazzi, S., 2010; Klisch, M. L., 2000; Culture Setting 39 Students need to be part of a culture that aligns with ... Students need to be a part of a culture where the admissions officers and counselors are available prior to application deadlines. (CB 2) Major, E., 2005; Maringe, F., & Carter, S., 2007; Petruzzellis, L., & Romanazzi, S., 2010; Chen, L., 2007 The students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program. (CB 4) Class Scheduling to Maximize Participant Satisfaction., 1995; Mazzarol, T., & Soutar, G.N., 2002; Maringe, F., 2006; Lei, S. A., & Chuang, N., 2010; Counsell, D., 2011 Cultural Model Students need to perceive that There is a culture of seeking and providing help in the organization. (CB 2) Kozanitis, A., Desbiens, J., & Chouinard, R., 2007 The organization has a commitment to and culture of program completion. (CB 4) Eder, J., Smith, W. W., & Pitts, R. E.,2010; Mazzarol, T., & Soutar, G.N., 2002; Soutar, G. N., & Turner, J. P., 2002; Zhou, J., 2015; The knowledge, motivation, and organizational influences identified above, will be used as the basis for the data collection methods discussed in Chapter Three. 40 Chapter Three: Methodology Purpose of the Project and Questions The purpose of this project was to conduct a gap analysis to examine the root causes of the organizational problem of international student enrollment and retention at the Center. While a complete gap analysis would focus on all Center stakeholders, for practical purposes the stakeholders to be focused on in this analysis were potential and current international students at the Center. The analysis focused on the causes for this enrollment problem due to gaps in the areas of knowledge and skill, motivation, and organizational resources. The analysis began by generating a list of possible or assumed influences that were examined systematically to focus on actual or validated causes. The questions that guided this gap analysis are the following: 1. What are the knowledge and skills, motivation, and organizational influences that interfere with the Center’s goal of increasing enrollment by 20%? 2. What are the recommended knowledge and skills, motivation, and organizational solutions? Conceptual and Methodological Framework The Clark and Estes’ (2008) performance gap analysis model was used for this study. The Clark and Estes (2008) framework is a systematic, analytical method that helps to clarify organizational goals by identifying the current and preferred performance level within an organization and then obtaining organizational goals and closing performance gaps. This is done by diagnosing the root causes of the problem (Clark & Estes, 2008). To accomplish this, three critical areas are examined: people’s knowledge and skills, their motivation to achieve the goal, and any organizational factors. (Clark & Estes, 2008; Rueda, 2011). 41 The Clark and Estes (2008) performance analysis model that was used in this study is known as an improvement model. The improvement model is used when organizations such as the Midwest English Center aim to improve a current program or process. As part of the improvement model, a knowledge and skills, motivation, and organizational needs assessment was conducted to determine how the organization can reach its performance goal. In later chapters, recommendations will be made based on the data collected. The cyclical flow model below illustrates the steps of the Gap Analysis Process. Figure 2 Gap analysis process adapted from Clark and Estes (2008) Assessment of Performance Influences The literature review in Chapter Two identified the knowledge, motivation, and organizational (KMO) influences that will affect international students who are deciding to study abroad in an institution of higher education. The purpose of this project is to conduct a needs analysis in the areas of knowledge and skill, motivation, and organizational resources necessary to reach the organizational performance goal of increasing student enrollment by 20% in the Center by the end of 2021. The Clark and Estes (2008) gap analysis model was utilized to determine the KMO needs to meet the desired performance goal. This section of the study 42 outlines the quantitative and qualitative methods that will be used to assess the KMO needs including survey questions and focus groups. Once the assessments are concluded, a comprehensive recommendations and evaluation plan will be created to address the KMO influences that are unmet. Knowledge Assessment The literature review in Chapter Two was used to establish a list of assumed knowledge influences that affect international students as they apply and enroll in institutions of higher education. These knowledge influences were established based on Anderson and Krathwohl’s (2001) four types of knowledge (factual, conceptual, procedural, and metacognitive). This list is presented in Table 5 along with assessment methods for collecting data specific to the knowledge areas of factual, conceptual, procedural, and metacognitive knowledge. Factual Knowledge To perform their critical behaviors, international students must have knowledge to know who to reach out to for help, to know the requirements for passing individual classes, and they need to know the requirements to complete the program. Anderson and Krathwohl (2001) suggest using inquiry methods that require participants to state, explain, discuss, or declare what they know to assess an individual’s factual knowledge. This requires students to know basic facts, specific details, and English language ability related to success in the Center. In order to validate factual knowledge, students were asked closed and open-ended survey questions and asked to participate in a focus group. Table 5 provides an overview of the methods that were used, along with the survey and focus group items. Conceptual Knowledge The literature shows that students need to have the knowledge to know the relationship 43 between reaching out for help and the application process, to know the stages of the application process, to know the order of the classes to complete the program, and they need to know the relationship between studying English and progressing through the program. Anderson and Krathwohl (2001) recommend using inquiry methods that require participants to show connections among basic elements within a larger structure that enable them to function as a whole. This requires knowledge of underlying categories, principles, or process models of the Center. In order to validate conceptual knowledge, students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 5 provides an overview of the methods that were used, along with the survey and focus group items. Procedural Knowledge The procedural knowledge that international students need to perform their critical behaviors are knowing steps to reach out for help (in English), to contact advisors/counselors, to register for classes, and how to learn a language. Anderson and Krathwohl (2001) recommend using inquiry methods that require participants to demonstrate how to do a task. This requires knowledge of skills and procedures involved with the tasks, including techniques, methods of inquiry, and using skills, techniques. In order to validate procedural knowledge, students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 5 provides an overview of the methods that were used, along with the survey and focus group items. Metacognitive Knowledge To perform their critical behaviors, international students need to reflect on how to self- monitor themselves when reaching out for help, and they need to possess reflective skills that aid in learning. Anderson and Krathwohl (2001) recommend using inquiry methods that require 44 participants to demonstrate knowledge of cognition as well as awareness and knowledge of their own strategies for learning and thinking. This requires the knowledge to reflect on and become more aware of one’s own beliefs and knowledge. In order to validate metacognitive knowledge as an asset or actual need, students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 5 provides an overview of the methods that were used, along with the survey and focus group items. Table 5 shows the stakeholder’s influences and the related literature. Table 5 Summary of Assumed Knowledge Influences on Students’ Ability to Achieve the Performance Goal Assumed Knowledge Influences Survey Items Focus Group Items Declarative Factual (terms, facts, concepts) Students need to know… Students need to know who to reach out to for help. (CB 2) Potential students can get information and help regarding their classes/academics in the following ways: (Select the best answer) A. telephone number on the AEC homepage B. request information link on the AEC homepage 45 C. an email address on the AEC homepage D. All of the above* How did you hear about AEC? Other schools? Check all that apply. A. Agent B. Friends, family, or KU students C. ApplyESL.com D. Print marketing (e.g. Study in USA) E. Sponsor organizations (e.g. Cultural missions, SACM) F. KU admissions G. English language school H. AEC website I. Facebook J. Instagram K. Twitter L. WeChat M. Your university N. International student fairs O. KU Webinar P. High school advisor/teacher Students need to know the requirements for passing individual classes. (CB 4) What do you need to do to pass to the next level of AEC? How did you learn of the requirements to pass courses at AEC? 46 A. Grade of “C” or higher* B. Do all homework C. Try your best D. Good attendance E. Both A and B Students need to know the requirements to complete the program. (CB 4) What do you need to do to complete the AEC program? A. Pass level 5* B. Perfect attendance C. Pay tuition D. Make a wish Declarative Conceptual (categories, process models, principles, relationships) Students need to know... Students need to know the relationship between reaching out for help and the application process. (CB 2) When contacting KU or AEC for help with your application, which of the following can they advise you on? A. improving your GPA B. translating your transcripts C. applying for your I- 20 visa D. your study habits E. All of the above* Did you receive help completing the application? Was the application difficult? Timely response from AEC? Were the application instructions difficult? 47 Students need to know the stages of the application process. (CB 2) What is NOT needed to apply to AEC at KU? A. passport copy B. application fee C. transcripts D. bank statement E. online application form F. visitors visa* Students need to know the order of the classes to complete the program. (CB 4) How many levels are there in the AEC intensive English Program? A. 4 B. 5* C. 6 D. 7 Students need to know the relationship between studying English and progressing through the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest, rate the importance of studying English to completion of your academic goals. How often do you study English? Procedural Students need to know how to… Students need to be able to ... Students need to know how to reach out for help (in English). (CB 2) The term has begun and you do not feel comfortable in the class, who should you reach out 48 to for help? (academic) Check all that apply. A. Your teachers* B. Administration/staf f* C. Friends D. Classmate E. Agent F. AEC advisors* G. Advisor from home country You are having a personal problem with your living situation, who should you reach out to for help? (cultural) Check all that apply. A. Your teachers* B. Administration/staf f* C. Friends D. Classmate E. Agent F. AEC advisor* G. Advisor from home country Students need to know how to contact advisors/counselors. (CB 2) How would you make an appointment with an advisor? A. On the end of semester survey form B. Go to KU Memorial Union building 49 C. Contact the AEC staff* D. Ask your teacher to do it Students need to know how to register for classes. (CB 4) The semester is almost over, how do you ensure that you will be enrolled in class next semester? Check all that apply. A. Pay your tuition B. Tell your teacher C. Complete and submit the end of semester survey form* D. Maintain your visa requirements* E. Tell your advisor What is the process for registering for a new class? Students need to know how to learn a language. (CB 4) In your opinion, what is the most useful advice you would give someone learning a language? A. Practice as much as possible B. Avoid speaking your native language C. Study every day D. Read books in that language If your friend wanted to learn English, what advice would you have for them? Metacognitive Students need to know how to reflect on... 50 Students need to know how to self-monitor themselves when reaching out for help. (CB 2) If you are having trouble seeking help from AEC, what do you think is the reason? A. I don’t have the skills B. AEC doesn’t have enough people to help C. I’m not motivated enough D. Other Students need to possess reflective skills that aid in learning. (CB 4) Of the following, which are reflective skills in language learning? A. Thinking about the mistakes you made in class afterwards* B. Studying with classmates C. Doing your homework D. Asking your teacher a question How do you reflect on your English learning? Motivation Assessment Motivation is a personal, internal process that drives us to start and sustain our goal- directed behavior (Clark & Estes, 2008; Rueda, 2011). The Chapter Two literature review identified a list of assumed motivation influences that affect international students as they apply to, enroll in, and stay at a school. This list is presented in Table 6 along with assessment methods for collecting data specific to the motivational areas of value, self-efficacy, mood, attribution and goal orientation. 51 Value Value determines the amount of effort one applies to performing a task (Clark & Estes, 2008; Rueda, 2011). To perform their critical behaviors, students need to value and understand the importance of reaching out to admissions advisors and counselors for help and value and understand the importance of actually staying and completing the program. The motivational factor of value will be assessed by using Likert scale items on a survey and open-ended questions in a focus group to international students to gauge the value they attach to the behaviors related to the Center. Table 6 provides an overview of the methods that were used, along with the survey and focus group items. Self-efficacy Self-efficacy is the degree to which one feels confident to complete a task or behavior (Clark & Estes, 2008; Rueda, 2011). To measure self-efficacy we need to assess how confident the students are in being able to complete a task or behavior. In this study, students need to be confident in their ability to reach out to admissions advisors and counselors for help (in English), and in their ability to stay and complete each course of the program. The motivational factor of self-efficacy was assessed by using Likert scale items on a survey and open-ended questions in a focus group to international students to measure how confident they are performing the behaviors related to the Center (Clark & Estes, 2008; Rueda, 2011). Table 6 provides an overview of the methods that were used, along with the survey and focus group items. Mood Mood is the level to which one feels positive or negative about a particular task or behavior (Clark & Estes, 2008; Rueda, 2011). To assess mood we need to ask how positive the students feel about the tasks or behaviors related to recruitment and retention. In this study, 52 students need to have positive feelings about reaching out to admissions advisors and counselors for help and about staying and completing the program. The motivational factor of mood was assessed by using Likert scale items on a survey and open-ended questions in a focus group to international students to assess how positive they feel about the behaviors related to the Center (Clark & Estes, 2008; Rueda, 2011). Table 6 provides an overview of the methods that were used, along with the survey and focus group items. Attribution The fourth motivational influence assessed in this study was attribution, or to put it another way, the amount of control an individual believes they have on the result of a task (Clark & Estes, 2008; Rueda, 2011). In this study, students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so; and that staying and completing the program is due to their own effort. The motivational factor of attribution was assessed by using Likert scale items on a survey and open- ended questions in a focus group to international students to assess how much influence they perceive they have over the behaviors related to the Center (Clark & Estes, 2008; Rueda, 2011). Table 6 provides an overview of the methods that were used, along with the survey and focus group items. Goal Orientation The final motivational construct to be measured was goal orientation. Clark and Estes (2008) suggest that this refers to an individual’s reasons for attempting achievement behaviors. In this study, students need to learn from mistakes in order to stay and complete the program. The motivational factor of goal orientation was measured by using Likert scale items on a survey and open-ended questions in a focus group to international students to assess their reasons for 53 attempting the behaviors related to the Center. Table 6 provides an overview of the methods that were used, along with the survey and focus group items. Table 6 Summary of Assumed Motivation Influences on Students’ Ability to Achieve the Performance Goal Assumed Motivation Influences Survey Items Focus Group Items Value Students need to value… Students need to value and understand the importance of reaching out to admissions advisors and counselors for help. (CB 2) On a scale of 1-7 where 1 is least and 7 highest, rate the following sentence: Seeking help from advisors is important for me during the application process. Students need to value and understand the importance of actually staying and completing the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest, rate the following sentences: Completing my AEC program is valuable to my career and academic goals. It is financially beneficial to complete my AEC program. Tell me why studying at AEC is important for your future goals. Self-Efficacy Students need to have confidence that ... 54 Students need to have confidence in their ability to reach out to admissions advisors and counselors for help (in English). (CB 2) On a scale of 1-7 where 1 is least and 7 highest, rate the following sentence: Using the scale below, how confident are you in accomplishing the following tasks right now: A. getting help from advisors in English. B. registering for class C. contacting an advisor D. learning English Students need to have confidence in their ability to stay and complete each course of the program. (CB 4) Rate your degree of confidence on a scale of 1-7 where 1 is least and 7 highest, rate the following sentence: I have enough ability to complete my AEC program. Do you think you will complete the AEC program? Why or why not? Mood Students need to feel positive about… Students have positive feelings about reaching out to admissions advisors and counselors for help. (CB 2) On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: I feel good about reaching out for help from an advisor. Students have positive feelings about staying and completing the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: I am excited when I complete a level at AEC. 55 Attribution Students need to recognize that.... Students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so. (CB 2) On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: Reaching out to my advisor is within my control. Students need to recognize that staying and completing the program is due to their own effort. (CB 4) On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: Staying and completing the program is due to my own efforts. Goal orientation Students learn from mistakes in order to stay and complete the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: I use the feedback from my instructors to improve my ability. Organization Assessment In addition to knowledge and motivational causes, the third cause of performance gaps can be attributed to organizational factors such as culture, resources, policies, and practices (Clark & Estes, 2008; Rueda, 2011). The literature review in Chapter Two helped establish a list of assumed organizational influences that affect international students as they apply to, enroll in, 56 and stay at a school. This list is presented in Table 7, along with assessment methods that were used for collecting data specific to the organizational areas of resources, policies and procedures, and culture. Resources Time, money, and people are examples of the resources needed to achieve performance goals. (Clark & Estes, 2008). In this study, the school needs to provide adequate resources in the admissions advisors office; and adequate resources such as housing, libraries, and tutoring that support program completion. To identify which resources are lacking, international students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 7 provides an overview of the methods that were used, along with the survey and focus group items. Policies, Process, and Procedures Proper policies and procedures in place help to facilitate achievement of the desired performance goals (Clark and Estes, 2008). This needs assessment explored whether or not international students perceive the current Center policies and procedures are in alignment with the goal of applying to, enrolling in, and staying at their school. In this study, the school needs to have a policy that supports admissions advisers being available to students during most times; and to have adequate policies in place to support student achievement leading to retention and completion of the program. To identify which policies are not in alignment with the goals, international students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 7 provides an overview of the methods that were used, along with the survey and focus group items. 57 Cultural Model The need to assess how the culture of an organization (e.g. values, beliefs, and attitudes) influences international students is important (Clark & Estes, 2008). In this study, the school needs to provide a culture of seeking and providing help in the organization; and has a commitment to and culture of program completion. Therefore, international students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 7 provides an overview of the methods that were used, along with the survey and focus group items. Cultural Setting The physical context of the culture is important to assess as well. The cultural setting is the context in which the critical behaviors occur (Clark and Estes, 2008). In this study, the school needs to provide a culture where the admissions officers and counselors are available prior to application deadlines; and that has available classrooms and a course schedule that allows students to complete the program. In this study, international students were asked closed and open-ended survey questions and were asked to participate in a focus group. Table 7 provides an overview of the methods that were used, along with the survey and focus group items. Table 7 Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the Performance Goal Assumed Organization Influences Survey Items Focus Group Items 58 Resources (time; finances; people) Students have the resources to … The school needs to provide adequate resources in the admissions advisers’ office. (CB 2) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC has enough advisors to provide help when I need it. AEC provides enough information to help me enroll. It was easy for me to get information on the programs AEC offers. I received a timely response from AEC. The application instructions are difficult. An agent in my home country helped me complete the application. The school needs to provide adequate resources such as housing, libraries, and tutoring that support program completion. (CB 4) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC provides enough housing for the students. AEC provides enough tutoring for the students. Do you think AEC provides you with enough resources to succeed? Explain 59 Policies, Processes, & Procedures Students need to have policies that align with ... The school needs to have a policy that supports admissions advisers being available to students during most times. (CB 2) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC supports the advisors. AEC supports the recruiters. The school/program needs to have adequate policies in place to support student achievement leading to retention and completion of the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC helps me as a student to achieve program completion. Culture Setting Students need to be part of a culture that aligns with ... Students need to be a part of a culture where the admissions officers and counselors are available prior to application deadlines. (CB 2) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC has a culture of support in the application process. The students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program. (CB 4) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 60 AEC has a class schedule that helps my studies. AEC has enough classrooms for classes. Cultural Model Students need to perceive that There is a culture of seeking and providing help in the organization. (CB 2) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC has a culture that encourages students to ask for help. The organization has a commitment to and culture of program completion. (CB 4) On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: AEC has a culture that is committed to helping students complete the program. Tell me about the culture at AEC. Participating Stakeholders and Sample Selection The stakeholder of focus for this study is current and former international students at the Center of a Public Midwest University. Sampling The stakeholder of focus for this study is the current international students at the Center of a Public Midwest University. There are approximately 70 current international students who study at the Center who were invited to participate in a survey and approximately 65 current students who were invited to take part in a focus group. Participants were de-identified in the 61 study. Recruitment Current international students were recruited by email for the survey. The Center sent out an email to all current students asking them to participate in a survey. Current students were invited to participate in a focus group through email from the Center administration and announcements from faculty in the classes. Instrumentation The instrumentation used for this study were surveys, focus groups, and document analysis. These data collection instruments are described below. Survey Design In order to decide on the content of a survey, Fink (2017) states that we need to know the “attitude, belief, value and/or idea being measured” (p. 35). The 41-item survey used in this study measures students’ knowledge and skills, motivation, and perceived organizational barriers as they relate to applying to, enrolling in and completing the programs in the Center. The items have been designed with the intent of measuring students’ knowledge, motivational and organizational needs. See Appendix A for the Survey Questions used in this study. Focus Group Protocol Design The focus group questions were developed and implemented in this research study following Morgan’s (1997) guide on using focus groups to gain further insight and clarity on data gathered from surveys. A semi-structured focus group protocol was utilized in this study which uses predetermined questions, but allows for flexibility to reword the questions or ask probing questions when necessary (Merriam & Tisdell, 2016). The focus group protocol consisted of 13 open-ended questions to validate assumed KMO influences and to allow for 62 opportunities for other influences to emerge and to determine if the assumed KMO influences were assets or needs. See Appendix B for the Focus Group Protocol and Questions used in this study. Document Analysis Design After conducting surveys and focus groups, it was necessary to conduct a document analysis to triangulate the data collected from the survey and focus group process. Documents such as those found on the Center website, social media accounts like Twitter, Facebook and WeChat, and printed Center marketing materials were utilized to further assess KMO influences. Data Collection Following University of Southern California Institutional Review Board (IRB) approval, participants were solicited by email from the Center to all current students of the Center from 2018-2020. Additionally announcements were made during classes encouraging students to participate in the survey or focus group. Surveys An email invitation, provided by the researcher with an information sheet and directions to volunteer for a survey were sent out to all current students at the Center by the administration. The email was sent out by the site administrator weekly for one month. In the survey instructions, participants were notified that, for the purpose of reporting findings, respondents’ identities would remain anonymous. The results were collected and stored on the researcher's password protected computer. The target for participation in the survey was approximately thirty percent, or around 23 students. Focus Group The focus group was conducted with four students in the Center on Microsoft Team 63 Meetings and was moderated by the researcher but participation was voluntary. The focus group lasted approximately 35 minutes. The focus group was recorded and stored on the researchers password protected computer. Students were asked to participate in the focus group as an opportunity to see how a focus group is conducted. Students were then given the opportunity to ask questions to the researcher on the design and implementation of the focus group. Document Analysis An analysis was conducted to review the Center’s website, marketing materials, social media posts, and other useful resources that are mentioned by survey and focus group respondents. These documents provided additional evidence for the KMO needs assessment. Data Analysis For surveys, data collected was analyzed using descriptive statistics. Means and standard deviations for each cluster of KMO items were reviewed. The researcher looked for patterns relative to the assumed causes relating to knowledge, motivation, and organizational culture. Gaps caused by lack of knowledge are categorized by types of knowledge: factual, procedural, conceptual, and metacognitive. Gaps caused by lack of motivation are categorized by types of motivation: value, self-efficacy, mood, attribution, goal orientation. Gaps caused by the organization are categorized by resources, policies, processes and procedures, cultural models, and cultural settings. Results of the data analysis guided the solutions and strategies to close the identified gaps. For focus groups, data collected was kept confidential and de-identified for data analysis. The data was coded using Atlas.ti, and common themes that emerged with the group were analyzed. The researcher looked for themes relative to the assumed causes of knowledge, motivation, and organizational culture. Results of the data analysis guided the solutions and 64 strategies to close the identified gaps. For documents, the process of coding using Atlas.ti was utilized to go through the materials and develop categories based on what data seemed most relevant and important to the assumed causes. The results of the data were collected and analyzed. Trustworthiness of Data In order to maintain the credibility and trustworthiness of this study, multiple precautions were taken. First, the data was triangulated since multiple sources of data and data collection methods were used (Merriam & Tisdell, 2016). The survey results were examined, a focus group was conducted, and multiple documents were analyzed. The collection of survey data, a focus group and the document review process will hopefully lead to data saturation (Merriam & Tisdell, 2016). The researcher’s survey and focus group design, and methods went through a pilot with colleagues in the field (Merriam & Tisdell, 2016). Additionally, the focus group was transcribed to ensure validation and accuracy of data collection (Maxwell, 2013). Role of Investigator The investigator in this study is not an employee of the Center. With the help of administrators at the site, the investigator was responsible for the criteria for selection of the sample for the study, recruiting participants, administering the focus group, distributing surveys, and conducting document analysis. The investigator obtained permission from the IRB at the University of Southern California in order to obtain data and conduct the study. The investigator responded to all requests for information or materials solicited by the IRB and conducted the study in strict accordance with IRB-approved research protocol. The investigator will also report the findings and discussion in Chapter Four and Chapter Five. 65 Limitations The limitations of this study are the size of the sample and a limited time frame for data collection. The ongoing Covid-19 virus may have limited participation and access to documents at the site as well. Clark and Estes (2008) list some disadvantages of using focus groups. They state that the group may not represent the population. This is a concern of this study as the students who are likely to attend the group are most likely students who are active in the program and not the disenfranchised. Another potential weakness is that a strong individual may have dominated the conversation. That was mitigated with a seasoned moderator. The final concern is that students might not be candid with their responses. This concern was somewhat alleviated by the fact that the researcher is an outsider to the program and not seen as a threat as well as the fact that responses are confidential as far as possible in a focus group. 66 Chapter Four: Results and Findings Findings from data collection will be reported in this chapter as they relate to the knowledge, motivation, and organizational influences that impact the Center as they attempt to reach the goal of a 20% increase in students in the program. The gap analysis approach (Clark & Estes, 2008: Rueda, 2011) will assist in the analysis of the challenges and barriers in knowledge and skills, motivation, and organizational culture. This approach will also determine the causes of these challenges, and identify and implement solutions that the Center can use to effectively attract, enroll, and retain international students. Based upon a review of the literature a list of possible influences was generated in Chapter 2 for effectively attracting, enrolling, and retaining international students. A total of thirty possible influences were developed and were categorized into the categories of knowledge, motivation, and organization. As described in Chapter 3, multiple sources of quantitative and qualitative data were collected to validate the assumed causes. Specifically, survey, focus group, and document data were collected to understand the knowledge, motivation, and organizational challenges international students’ experience when applying and enrolling at the Center. A survey was emailed to former and current students at the Center first, a focus group was conducted second, and document analysis occurred last. The rationale was that the survey data would inform the focus group protocol, and based on focus group data, documents pertaining to each of the conversations could be analyzed. Participating Stakeholders The stakeholders for this study were 69 international students in the AEC for the quantitative survey, of which 30 responded for a 43% response rate. The survey was anonymous but demographic details on nationality, age, and major were collected. The majority of the 67 students come from the Far East; 13 from China, 2 from Japan, and 1 from Hong Kong. Four students are from the Middle East, specifically Saudi Arabia, Kuwait, and the United Arab Emirates. There were also a few students from South and Latin America, Africa, Southeast Asia, and Europe. 18 to 19 years old represented the largest age group with 13 students. There were nine 20-21-year-old students, two 22-23-year-old students, one 24-25-year-old, and two 26 or over. Several majors were represented by the participants but many students were also undecided. Other majors can be organized into two groups. First are the business majors, including management, finance, and accounting. The other group consists of engineering majors such as mechanical engineering and petroleum engineering. Four participated in a focus group to gain a more in-depth understanding of the perceived knowledge, motivation, and organizational influences. Of the four students that participated in the focus group, two were male (50%) and two were female (50%) with all of them studying in the AEC for at least 2 months. Determination of Assets and Needs This study utilized two sources of data: surveys and a focus group. In order to validate, or determine whether the assumed causes are assets or needs, quantitative data were collected using a survey. Chapter 3 contains a discussion of assumed causes and a description of the survey. The survey results provided data to validate the assumed knowledge, motivation, and organizational influences. The criteria used for validation of survey data on assumed causes of knowledge, motivation, and organizational influences for an effective increase in student enrollment numbers at the Center were as follows: results with less than 80% indicated a need at AEC. Results greater than 80% indicated an asset at AEC. 80% was chosen as the cutoff due to the high-stakes 68 nature of the behaviors although with some questions slightly different criteria were used. The criteria is explained in paragraphs accompanying the tables. Focus group data was used to confirm or challenge survey results. Responses with less than 75% indicated a need at the Center. Results greater than 75% indicated an asset. The continuing Covid-19 pandemic has resulted in international students returning to their home countries making organizing the focus group difficult. While four students are less than was hoped for, demographically the four students matched the AEC student body in gender, nationality, and English language ability. Results and Findings for Knowledge Causes The results and findings for knowledge causes are reported using the knowledge categories as described by Anderson and Krathwohl (2001). They are divided into declarative knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The knowledge causes are also divided by survey results, focus group findings, and document analysis. Factual Knowledge Influence 1 Students need to know how to reach out for help. Survey Results. International students at the AEC were asked if they knew how they could reach out for help at the AEC. There were four possible choices to select. Table 8 demonstrates that 60% of participants selected the correct answer, all of the above. However, a further 40% of participants selected other possible ways to reach out for help suggesting that all students know of some way to reach out for help but are unaware of all of the possible ways. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. 69 Table 8 Survey Results for Factual Knowledge of International Student Recruitment and Retention # Factual knowledge item (n = 25) Percentage Count Potential students can get information and help regarding their classes/academics in the following ways: (Select the best answer) A. The telephone number on the AEC homepage 0% 0 B. request information link on the AEC homepage 12% 3 C. an email address on the AEC homepage 28% 7 D. All of the above* 60% 15 Note: An “*” denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. On September 23, two Facebook posts let students know where and how to reach out for help regarding anxiety with classes and academic help. Semesterly Instagram posts alert students to contact advisors for help with registration and application. This is an asset. Summary. The assumed influence that students need to know how to reach out for help was determined to be an asset. Only 60% of the participants chose the correct answer in the survey. However, document analysis indicated that the AEC is providing the students with the information necessary to reach out for help and this is shown by the fact that 100% of students were able to correctly identify at least one method. Thus the influence is determined to be an asset. 70 Influence 2 Students need to know the requirements for passing individual classes. Survey Results. International students at the AEC were asked about the requirements to pass individual courses at the AEC. There were five possible choices to select. Table 9 demonstrates that 37.5% of participants selected the correct answer, a grade of “C” or higher. However, 62.5% of participants selected the answer choice both A (a grade of “C” or higher) and B (do all homework) which contained the correct answer. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 9 Survey Results for Factual Knowledge of International Student Recruitment and Retention # Factual knowledge item (n=24) Percentage Count What do you need to do to pass to the next level of AEC? A. Grade of “C” or higher* 37.5% 9 B. Do all homework 0% 0 C. Try your best 0% 0 D. Good attendance 0% 0 E. Both A and B* 62.5% 15 Note: An “*” denotes the correct response. Focus Group Findings. When asked about how they learned about the requirements for passing individual classes all four participants mentioned the emails they received as being the source, making this an asset for the focus group finding. Collectively they agreed that the emails 71 they received from faculty during the first week of classes were instrumental in understanding the requirements and expectations of the class. When asked to elaborate, Participant 2 stated, “During class I understood most of the discussion from the teacher about the syllabus, but when I could read the syllabus at home after class I understood all. Especially about the grades of C.” Since all four participants were in agreement regarding how to find the requirements of the classes, this is considered an asset in the focus group. Document Analysis. No document was found for this influence. Summary. The assumed influence that students need to know the requirements for passing individual classes was determined to be an asset. While only 37.5% of the participants chose the correct answer in the survey, 62.5% chose an answer that included the correct choice. This was further supported by the focus group participants when they unanimously knew where and how to find the requirements and could also correctly state the requirement. 100% of students were able to correctly identify the class requirement of a “C” grade although 62.5% added an additional requirement of doing all the homework. Influence 3 Students need to know the requirements to complete the program. Survey Results. International students at the AEC were asked about the requirements to complete the program at the AEC. There were four possible choices to select. Table 10 demonstrates that 80% of participants selected the correct answer, Pass level 5. As this meets the 80% threshold, the results of the survey show this influence to be an asset. Table 10 Survey Results for Factual Knowledge of International Student Recruitment and Retention # Factual knowledge item (n=25) Percentage Count 72 What do you need to do to complete the AEC program? A. Pass level 5* 80% 20 B. Perfect attendance 16% 4 C. Pay tuition 4% 1 D. Pay tuition 0% 0 Note: An “*”denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that students need to know the requirements for completing the program was determined to be an asset. 80% of the participants chose the correct answer in the survey. As there was no focus group findings nor document analysis for this influence it is determined to be an asset. Conceptual Knowledge Influence 1 Students need to know the relationship between reaching out for help and the application process. Survey Results. International students at the AEC were asked about the relationship between reaching out for help and the application process. There were four possible choices to select. Table 11 demonstrates that 34.78% of participants selected the correct answer, all of the 73 above. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 11 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention # Conceptual knowledge item (n=23) Percentage Count When contacting KU or AEC for help with your application, which of the following can they advise you on? A. improving your GPA 17.39% 4 B. translating your transcripts 13.04% 3 C. applying for you I-20 visa 17.39% 4 D. All of the above* 34.78% 8 Note: An “*” denotes the correct response. Focus Group Findings. During the focus group, when students were asked about the difficulty of the application and if they received any help, all students spoke glowingly about the help they received from advisors at the University of Kansas. Three of the participants felt the help they received from the AEC made the application process easy. Two mentioned the quick responses they received. Participant 2 stated, “The advisor help (sic) me a lot with my visa. She made it so I can attend Kansas.” These focus group responses indicate that this influence is an asset. 74 Document Analysis. Potential students were informed about who to reach out to for help and of the value of reaching out for help by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that students need to know the relationship between reaching out for help and the application process was determined to be an asset. While only 34.78% of the participants chose the correct answer in the survey, all participants in the survey and focus group knew that the advisors were valuable and a source of help in the application process. This was further supported by the document analysis. Multiple posts on social media alerted students to the value of reaching out to advisors and of the many services they provide. Influence 2 Students need to know the stages of the application process. Survey Results. International students at the AEC were asked about the stages of the application process at the AEC and what was not needed to apply. There were six possible choices to select. Table 12 demonstrates that 45.83% of participants selected the correct answer, a visitor visa. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 12 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention # Conceptual knowledge item (n=24) Percentage Count What is NOT needed to apply to AEC at KU? A. passport copy 4.17% 1 75 B. application fee 0% 0 C. transcripts 8.33% 2 D. bank statement 33.33% 8 E. online application form 8.33% 2 F. visitors visa* 45.83% 11 Note: An “*” denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Potential students were informed about who to reach out to for help when applying by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that students need to know the stages of the application process was determined to be a need. Only 45.83% of the participants chose the correct answer in the survey. However, the document analysis showed multiple posts on social media alerted students to the steps and materials needed when applying so the information is available to students who know where to look. While the information was available, the survey results indicated that not enough students were aware of the information and therefore this was determined to be a need. Influence 3 Students need to know the order of the classes to complete the program. Survey Results. International students at the AEC were asked about the number of levels in the AEC. There were four possible choices to select. Table 13 demonstrates that 88% of 76 participants selected the correct answer, 5. As this did meet the 80% threshold, the results of the survey show this influence to be an asset. Table 13 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention # Conceptual knowledge item (n=25) Percentage Count How many levels are there in the AEC intensive English Program? A. 4 8% 2 B. 5* 88% 22 C. 6 4% 1 D. 7 0% 0 Note: An “*” denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that students need to know how many levels are in the AEC was determined to be an asset in the survey. 88% of the participants chose the correct answer in the survey. As there were no focus group findings and no document analysis for this influence, it is an asset. Influence 4 Students need to know the relationship between studying English and progressing through the program. 77 Survey Results. International students at the AEC were asked about the importance of studying English in regards to their academic goals. This Likert style item had a scale from 1-7 where 1 was the least and 7 was the highest. A score of 5 and above showed that participants understood the importance of studying English to their academic goals. Table 14 demonstrates that 100% of participants selected 5 and above with 50% selecting the highest number of 7. As this did meet the 80% threshold, the results of the survey show this influence to be an asset. Table 14 Survey Results for Conceptual Knowledge of International Student Recruitment and Retention # Conceptual knowledge item (n=24) 1 2 3 4 5 6 7 On a scale of 1-7 where 1 is least and 7 highest, rate the importance of studying English to completion of your academic goals. 0% 0% 0% 0% 25% 25% 50 % Focus Group Findings. When asked about study habits and the relationship between study habits and progress in the program, only one participant responded. He mentioned the importance of communicating in English whenever possible and also of the importance of reflection. One participant responded that he did not know how to answer the question and two did not want to respond. This indicates that students do not understand the importance of studying English to their academic goals and that this is a need. Document Analysis. A September 21st Instagram post let students know when tutors were available and how important it is to keep up with studies. Therefore this is deemed an asset. Summary. The assumed influence that students understand the importance of studying English to their academic goals was determined to be an asset. While only one of the participants in the focus group mentioned the importance, 100% rated the importance highly in the survey. 78 This was further supported by the document analysis. An Instagram post reminded students of the importance. Since the survey had 24 participants and the focus group four, and in the survey 100% of the participants understood the importance of studying English, the survey result is considered more reliable. Therefore this influence was determined to be an asset. Procedural Knowledge Influence 1 Students need to know how to reach out for help (in English). Survey Results. International students at the AEC were asked two questions regarding the process of seeking help at the AEC. As the identification of who they should reach out to for help is the first step of the process, these questions focused on who the AEC would like students to approach to solve their problem. One question asked who they should seek out to for help in an academic situation and one question asked who they should reach out for help with a living situation problem. There were seven possible choices to select for each question. Table 15 demonstrates that 61.76% of participants selected one of the correct answers, teachers, administration or staff, or AEC advisors for the academic problem. Table 16 demonstrates that 49.03% of participants chose one of the correct answers of teachers, administration or staff, or AEC advisors for the living situation problem. As neither of these results meet the 80% threshold, the results of the survey show this influence to be a need. Table 15 Survey Results for Procedural Knowledge of International Student Recruitment and Retention # Procedural knowledge item (n=68) Percentage Count The term has begun and you do not feel comfortable in the class, who 79 should you reach out to for help? (academic) Check all that apply. A. Your teachers* 30.88% 21 B. Administration/staff* 7.35% 5 C. Friends 11.76% 8 D. Classmate 14.71% 10 E. Agent 7.35% 5 F. AEC advisor* 23.53% 16 G. Advisor from home country 4.41% 3 Note: An “*” denotes the correct response. Table 16 Survey Results for Procedural Knowledge of International Student Recruitment and Retention # Procedural knowledge item (n=51) Percentage Count You are having a personal problem with your living situation, who should you reach out to for help? (cultural) Check all that apply. 80 H. Your teachers* 13.73% 7 I. Administration/staff* 15.69% 8 J. Friends 23.53% 12 K. Classmate 7.84% 4 L. Agent 9.8% 5 M. AEC advisor* 19.61% 10 N. Advisor from home country 9.8% 5 Note: An “*” denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Students were alerted to contact advisors for help with registration by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that students need to know how to reach out for help in English was determined to be a need. Both survey questions yielded results below the 80% threshold. The academic problem question resulted in 61.76% of participants choosing a correct answer and the living problem question resulted in 49.03% of the participants choosing the correct answer. Like the previous influence of students needing to know the stages of the application, there were Instagram posts that pointed students in the right direction when seeking 81 help. However, the participants did not display the knowledge provided in the posts. There was no focus group question for this influence. Since the survey provided the participants with an opportunity to show their knowledge of the correct answers and the participants did not, and the document analysis only shows that the information was presented to students, the survey is a more valid source of information and this influence is determined to be a need. Influence 2 Students need to know how to contact advisors/counselors. Survey Results. International students at the AEC were asked how they should make an appointment with an advisor. There were four possible choices to select. Table 17 demonstrates that 57.14% of participants selected the correct answer, Contact the AEC staff. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 17 Survey Results for Procedural Knowledge of International Student Recruitment and Retention # Procedural knowledge item (n=21) Percentage Count How would you make an appointment with an advisor? A. On the end of semester survey form 0% 0 B. Go to KU Memorial Union building 14.29% 3 C. Contact the AEC staff* 57.14% 12 D. Ask your teacher to do it 28.57% 6 82 Note: An “*” denotes the correct response. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Once a semester, Instagram posts alerted students to contact advisors for help with registration. Therefore, this is an asset. Summary. The assumed influence that students need to know how to contact advisors and counselors was determined to be a need. Only 57.14% of the participants chose the correct answer in the survey. Over 40% of participants did not know that in order to get in touch with advisors they needed to contact AEC staff first. Document analysis indicated that the information about the process the participants needed is available. However, the survey results demonstrate that a large percentage of the participants are still not aware of the process so this influence is determined to be a need. Influence 3 Students need to know how to register for classes. Survey Results. International students at the AEC were asked about how they would ensure that they would be enrolled in the AEC in the following semester. There were five possible choices to select. Table 18 demonstrates that 23.4% of participants selected one of the correct answers, “Complete and submit the end of the semester survey form”, and only 14.89% selected the other correct answer, maintain their visa requirements. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 18 Survey Results for Procedural Knowledge of International Student Recruitment and Retention # Procedural knowledge item (n=47) Percentage Count The semester is almost over, how do you ensure that you will be enrolled in 83 class next semester? Check all that apply. A. Pay your tuition 14.89% 7 B. Tell your teacher 10.64% 5 C. Complete and submit the end of semester survey form* 23.4% 11 D. Maintain your visa requirements* 14.89% 7 E. Tell your advisor 36.17% 17 Note: An “*” denotes the correct response. Focus Group Findings. Participant 1 mentioned that they had no idea how to register for class but the other three said the advisors helped them through the process when asked how to register for classes. Participants 2 and 4 stated the importance of the emails they receive from advisors prior to the registration period. Since 75% of the participants could register for classes, but only with the help of an advisor, this is determined to be a need. Document Analysis. Students were informed to reach out to advisors for help with registration by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that students know how to enroll in the following semester was determined to be a need. Only 23.4% of the participants chose one of the correct answers in the survey and only 14.89.5% chose the other correct answer. This was further supported by the focus group participants when none of the participants knew how to ensure 84 enrollment in the next semester without the aid of an advisor. Although document analysis showed that the correct information was available to students, very few seem to be able to apply this knowledge. Therefore, this is determined to be an asset. Influence 4 Students need to know how to learn a language. Survey Results. International students at the AEC were asked what advice they would give to someone learning a language. There were four possible choices to select. Table 19 demonstrates that 56.52% of participants selected the correct answer, practice as much as possible. While this answer could be deemed a bit subjective, the AEC stresses this point within the program. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 19 Survey Results for Procedural Knowledge of International Student Recruitment and Retention # Procedural knowledge item (n=23) Percentage Count In your opinion, what is the most useful advice you would give someone learning a language? A. Practice as much as possible* 56.52% 13 B. Avoid speaking your native language 13.04% 3 C. Study every day 21.74% 5 D. Read books in that language 8.7% 2 Note: An “*” denotes the correct response. 85 Focus Group Findings. Participants were given a hypothetical situation where a good friend asked for advice on studying English. Two students did not answer when asked about advice for studying English. Participant 1, again, said he had no idea how to answer and Participant 3 reiterated communicating with others as much as possible. This indicated this influence to be a need. Document Analysis. No document was found for this influence. Summary. The assumed influence that students know how to learn a language was determined to be a need. 56.52% of the participants chose the correct answer in the survey, below the 80% threshold indicating a need. This was further supported by the focus group participants when only one of the four mentioned anything related to practicing as much as possible when Participant 3 said he would recommend communicating with others as much as possible. Therefore, this is determined to be a need. Metacognitive Knowledge Influence 1 Students need to know how to self-monitor themselves when reaching out for help. Survey Results. International students at the AEC were asked about what possible reason there would be if they were having trouble seeking help at the AEC. There were four possible choices to select. Table 20 demonstrates that 13.64% of participants selected the answer, I don’t have the skills. 9.09% chose, AEC doesn’t have enough people to help. 22.73% selected the answer, I’m not motivated enough. Moreover, most participants, 54.55%, selected the answer, other. However, no additional information was entered into the answer box below. Apparently participants did not know what to answer or how to respond to the item. 86 Table 20 Survey Results for Metacognitive Knowledge of International Student Recruitment and Retention # Metacognitive knowledge item (n=22) Percentage Count If you are having trouble seeking help from AEC, what do you think is the reason? A. I don’t have the skills 13.64% 3 B. AEC doesn’t have enough people to help 9.09% 2 C. I’m not motivated enough 22.73% 5 D. Other 54.55% 12 Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. There was no focus group finding or document analysis for this influence. The survey results indicated that this was a poorly written item which participants were unsure of how to answer. Therefore, for the sake of improvement this influence was determined to be a need. Influence 2 Students need to possess reflective skills that aid in learning. Survey Results. International students at the AEC were asked to identify a reflective skill in language learning. There were four possible choices to select. Table 21 demonstrates that 31.82% of participants selected the correct answer, thinking about the mistakes they made in 87 class afterward. As this did not meet the 80% threshold, the results of the survey show this influence to be a need. Table 21 Survey Results for Metacognitive Knowledge of International Student Recruitment and Retention # Metacognitive knowledge item (n=22) Percentage Count Of the following, which are reflective skills in language learning? A. Thinking about the mistakes you made in class afterward* 31.82% 7 B. Studying with classmates 4.55% 1 C. Doing your homework 45.45% 10 D. Asking your teacher a question 18.18% 4 Note: An “*” denotes the correct response. Focus Group Findings. Participants were asked how they reflected on their English language learning. Three of the four participants did not know what reflective skills were or how they aided in English language learning. Participant 3 was aware of the importance of reflection but was unsure how it helped him learn English. Participant 3 stated, “I know I need to think about my mistakes but I don’t really know why.” Therefore this influence is a need. Document Analysis. No document was found for this influence. Summary. The assumed influence that students possess reflective language skills to aid in learning was determined to be a need. 31.82% of the participants chose the correct answer in the survey. This result was further supported by the focus group participants when only one of 88 four knew what reflective skill was while the other participant used a reflective skill in language learning but was unsure as to the benefits of reflection. Therefore, this is determined to be a need. Results and Findings for Motivation Causes The results and findings for motivation causes are reported using the motivation categories as described in Chapter 3. They are divided into value, self-efficacy, mood, attribution, and goal orientation. The motivation causes are also divided by survey results, focus group findings, and document analysis. Value Influence 1 Students need to value and understand the importance of reaching out to admissions advisors and counselors for help. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how valuable they felt reaching out to advisors in the AEC was. Table 22 shows that 50% rated it as a 7 and all participants rated it higher than a 5. The results of the survey show this influence to be an asset. Table 22 Survey Results for Value in Reaching out for Help # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22) Seeking help from advisors is important for me during the application process. 0% 0% 0% 0% 25% 25% 50 % 89 Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Potential students were informed about who to reach out to for help, the steps that needed to be taken, and of the value of reaching out for help by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that AEC students need to know the value and importance of reaching out for help was determined to be an asset by both the survey and the document analysis. 100% of participants rated the importance a 5 or more on a scale of 1 to 7 with 50% rating it a 7. The document analysis supported the survey findings. Several Instagram posts told students of the importance of reaching out for help at the AEC. Therefore, this influence is an asset. Influence 2 Students need to value and understand the importance of actually staying and completing the program. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how valuable they felt completing the AEC program was to their career and to their financial goals. Table 23 shows that 100% of the participants rated it as a 5 or above and 40.91% rated it as a 7 for their academic and career goals. 95.45% rated program completion as a 5 or above in terms of their financial goals. The results of the survey show this influence to be an asset. Table 23 Survey Results for Value of the AEC Program # On a scale of 1-7 where 1 is least and 7 highest rate 1 2 3 4 5 6 7 90 the following sentences: (n=22 ) Completing my AEC program is valuable to my career and academic goals. 0% 0% 0% 0% 13.64% 40.91% 45.45 % (n=22 ) It is financially beneficial to complete my AEC program. 0% 0% 0% 4.55% 22.73% 13.64% 50% Focus Group Findings. Three of the four participants felt that the AEC provided great value to their future, not only in the classroom but in the workplace as well when asked to tell why studying at AEC was important to future goals. Participant 2 stated, “It will help me when I have a job in the future.” While no one mentioned the monetary aspect directly, the value was connected to career. One participant did not know how to answer. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students need to know the value of completing the AEC program was determined to be an asset by both the survey and the focus group. 100% of participants rated the importance a 5 or more on a scale of 1 to 7 with 40.91% rating it a 7 in terms of value for their academic and career goals and 95.45% rated it as a 5 or above in terms of financial benefits. The focus group supported the survey findings. Three out of 4 participants felt that completing the program would provide great benefit to their future. Therefore, this influence is an asset. 91 Self-Efficacy Influence 1 Students need to have confidence in their ability to reach out to admissions advisors and counselors for help (in English). Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how confident they felt in accomplishing four key tasks vital to success in the AEC. They were asked about getting help from advisors in English, registering for a class, contacting advisors, and learning English. As these influences are extremely crucial for success in the AEC program, a score of 6 or above is considered an asset. Table 24 shows that 81.82% rated getting help from an advisor as a 6 or above. This is an asset. 81.82% or participants rated their confidence in registering for classes a 6 or above. This is an asset. However, only 72.73% of participants rated a 6 or above in contacting an advisor. This would indicate a need. Finally, 86.36% felt confident enough to rate a 6 or above in their ability to learn English. Overall, the mean score of these four tasks is 80.68%, so the average of the four tasks rated as a 6 or above is above the 80% threshold. Therefore, the results of the survey show this influence to be an asset. Table 24 Survey Results for Self-Efficacy Accomplishing Tasks Vital to the AEC # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: Using the scale below, how confident are you in 1 2 3 4 5 6 7 92 accomplishing the following tasks right now: (n=22 ) A. get help from advisors in English. 0% 0% 4.55% 0% 13.64% 40.91% 40.91 % (n=22 ) B. registerin g for class 0% 0% 4.55% 4.55% 9.09% 31.82% 50% (n=22 ) C. contactin g an advisor 0% 0% 0% 4.55% 22.73% 31.82% 40.91 % (n=22 ) D. learning English 0% 0% 0% 4.55% 9.09% 36.36% 50% Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students feel confident in their ability to accomplish four tasks vital to success in the AEC was determined to be an asset by the survey. The overall average percentage of the four tasks rated 6 or above was 80.68%. This is slightly above the 80% threshold. However, the task of contacting an advisor was below the 80% threshold. With the caveat that one of the tasks was below the threshold, this influence is an asset. Influence 2 Students need to have confidence in their ability to stay and complete each course of the program. 93 Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how confident they felt in staying and completing each course in the AEC. As this influence is crucial to success, a score of 6 or above is considered an asset. Table 25 shows that 72.73% of participants rated it as a 6 or above. The results of the survey show this influence to be a need. Table 25 Survey Results for Self-Efficacy of Ability to Complete the Program # Rate your degree of confidence on a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22 ) I have enough ability to complete my AEC program. 0% 0% 4.55% 4.55% 18.18% 18.18% 54.55 % Focus Group Findings. When asked about their ability to complete the program, all participants were confident in their ability to complete the AEC program and move on to a degree-seeking program. The participants were a little indignant at the thought that they might not complete the program. Participant 3 snarkily claimed, “I never doubted my ability to finish this school.” Document Analysis. No document was found for this influence. 94 Summary. The assumed influence that AEC students feel confident in their ability to stay and complete the program was determined to be a need by the survey when only 72.73% of participants rated a score of 6 or above. However, in the focus group, 100% of participants felt very confident in their ability to finish the program. Since the focus group participants were overly confident in their ability and were provided with an opportunity to express those thoughts unlike the survey participants, and the survey score of 72.72% is not significantly below the 80% threshold, the focus group result is weighted more heavily. Therefore, this influence is determined to be an asset. Mood Influence 1 Students have positive feelings about reaching out to admissions advisors and counselors for help. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how good they felt about reaching out to advisors in the AEC for help. Table 26 shows that 50% rated it as a 7 and a further 45.45% of participants rated it higher than a 5. The results of the survey show this influence to be an asset. Table 26 Survey Results for Mood in Reaching out for Help # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22 ) I feel good about reaching out 0% 0% 4.55% 0% 22.73% 22.72% 50% 95 for help from an advisor. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students have positive feelings about reaching out for help from advisors and counselors was determined to be an asset by the survey. The vast majority of participants felt positive about this influence. In total, 95.45% of participants selected a 5 or higher on a scale of 1 to 7 with 50% rating it a 7. Therefore, this influence is an asset. Influence 2 Students have positive feelings about staying and completing the program. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, how positive they felt about staying and completing the program in the AEC. Table 27 shows that 54.55% of participants rated it as a 7. A further 40.91% of all participants rated it higher than a 5. The results of the survey show this influence to be an asset. Table 27 Survey Results for Value in Completing the Program # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22 ) I am excited when I 0% 0% 4.55% 0% 22.73% 18.18% 54.55 % 96 complete a level at AEC. Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students have a positive feeling about staying and completing the program at the AEC was determined to be an asset by the survey. The vast majority of participants felt positive about this influence. In total, 95.45% of participants selected a 5 or higher on a scale of 1 to 7 with 54.55% rating it a 7. Therefore, this influence is an asset. Attribution Influence 1 Students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they felt reaching out to advisors was within their control in the AEC. Table 28 shows that 40.91% of participants rated it as a 7 and a further 50% of participants rated it higher than a 5. The results of the survey show this influence to be an asset. Table 28 Survey Results for Attribution in Reaching out for Help # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 97 (n=22 ) Reaching out to my advisor is within my control. 0% 0% 4.55% 4.55% 18.18% 31.82% 40.91 % Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Students were informed about who to reach out to for help and of the value of reaching out for help by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that AEC students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so was determined to be an asset by both the survey and the document analysis. 90.91% of participants rated the importance a 5 or more on a scale of 1 to 7 with 40.91% rating it a 7. The document analysis supported the survey findings. Several Instagram posts told students of the importance of reaching out for help at the AEC and how to do it. Therefore, this influence is an asset. Influence 2 Students need to recognize that staying and completing the program is due to their own effort. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they felt that staying and completing the program was due to their own efforts. Table 29 shows that 95.46% rated it above a 5. 54.55% rated it as a 7. Since more than 80% of participants selected a 5 or above results of the survey show this influence to be an asset. 98 Table 29 Survey Results for Attribution in Completing the Program # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22 ) Staying and completing the program is due to my own efforts. 0% 0% 0% 4.55% 9.09% 31.82% 54.55 % Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students recognize that staying and completing the program is due to their own effort was determined to be an asset by the survey. 95.46% of participants rated the importance a 5 or more on a scale of 1 to 7 with 54.55% rating it a 7. Therefore, this influence is an asset. Goal Orientation Influence 1 Students learn from mistakes in order to stay and complete the program. Survey Results. International students at the AEC were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they used feedback from their instructors in the AEC to improve their English language ability. Table 30 shows that 95.45% of participants rated it as a 5 or above and 54.55% of participants rated it a 7. The results of the survey show this influence to be an asset. 99 Table 30 Survey Results for Goal Orientation of Feedback from Faculty # On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: 1 2 3 4 5 6 7 (n=22 ) I use the feedback from my instructors to improve my ability. 0% 0% 0% 4.55% 9.09% 31.82% 54.55% Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that AEC students learn from mistakes in order to stay and complete the program was determined to be an asset by the survey. 54.55% of participants rated the importance a score of 7 on a scale of 1 to 7 with 95.45% rating it a 5 or above. Therefore, this influence is an asset. Results and Findings for Organization Causes The results and findings for organizational causes are reported using the organization categories as described in Chapter 3. They are divided into resources, policies, processes and procedures, cultural setting, and cultural models. The organizational causes are also divided by survey results, focus group findings, and document analysis. Resources Influence 1 The school needs to provide adequate resources in the admissions advisers’ office. 100 Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, six statements regarding resources in the advisors office. Table 31 shows the results of the six statements. The first statement is: AEC has enough advisors to provide help when I need it. 100% of participants rated it as a 5 or above with 90.09% rating it a 6 or 7.The second statement to rate is: AEC provides enough information to help me enroll. Again, 100% of participants rated it as a 5 or above. The third statement is: It was easy for me to get information on the programs AEC offers. 95.46% of participants rated this as a 5 or above with 50% rating it a 6. The fourth statement was: I received a timely response from AEC. Once more, 100% of participants scored this a 5 or above. The fifth stated: The application instructions are difficult. Since this statement is inverse in nature to the first four sentences, a score of below three is considered positive. However, only 31.82% or participants rated this statement below a 3, indicating that many students believe the application instructions are difficult. The final statement is: An agent in my home country helped me complete the application. Like sentence five, this sentence is inverse in meaning to the first four. Receiving help in applying from someone outside of the AEC would indicate that students feel the application process is beyond their ability. It also shows that students are not the only one involved in applying. 63.63% of participants rated this as a 5 or above. Indicating that they did receive help at home. Only 22.73% did not receive help from home when applying. Table 31 Survey Results for Resources in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the 1 2 3 4 5 6 7 101 following sentences: (n=22 ) AEC has enough advisors to provide help when I need it. 0% 0% 0% 0% 9.09% 45.45% 45.45 % (n=22 ) AEC provides enough information to help me enroll. 0% 0% 0% 0% 22.73% 36.36% 40.91 % (n=22 ) It was easy for me to get information on the programs AEC offers. 0% 0% 0% 4.55 % 13.64% 50% 31.82 % (n=22 ) I received a timely response from AEC 0% 0% 0% 0% 27.27% 31.82% 40.91 (n=22 ) The application instructions are difficult. 13.64% 0% 18.18% 9.09% 18.18% 27.27% 13.64 (n=22 ) An agent in my home country helped me complete the application. 22.73% 0% 9.09% 4.55% 9.09% 36.36% 18.18 % Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. 102 Summary. The assumed influence that the AEC has adequate resources in the advisor’s office was determined to be an asset in the survey results. Of the six statements to be rated in the survey, three of them had 100% of the scores above 5 and a fourth with a score of 95.46% above 5. However, the results of the two statements (5 and 6) which dealt with the difficulty of the application process indicated that many participants found the application process difficult. More than two-thirds of participants rated the statement directly related to difficulty above a 5 while statement six showed that only 22.72% of participants completed the application without help from someone at home. These two items indicate that although the influence was deemed to be mainly an asset in the end, there is some concern. With that being stated, even though the application process may be difficult, the AEC has ample resources to aid in completion as indicated in the first four statements. Therefore, this influence is an asset. Influence 2 The school needs to provide adequate resources such as housing, libraries, and tutoring that support program completion. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, two statements regarding housing and tutoring resources in the AEC. Table 32 shows the results of the two statements. The first statement is: The AEC provides enough housing for the students. 76.19% of participants rated it as a 5 or above. The second statement to rate is: AEC provides enough tutoring for the students. 100% of participants rated it as a 5 or above with 42.86% rating it as a 7. While the first statement is below the 80% threshold, the second is at 100%. The average of the two is 88.09%, therefore this influence is an asset. 103 Table 32 Survey Results for Resources in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 (n=21 ) AEC provides enough housing for the students. 0% 0% 4.76% 19.05% 9.52% 23.81% 42.86% (n=21 ) AEC provides enough tutoring for the students. 0% 0% 0% 0% 19.05% 38.1% 42.86% Focus Group Findings. When the discussion turned to resources, participants were asked if AEC provided enough resources to help students succeed, all participants were satisfied with the resources made available to them by the AEC. Specifically they mentioned the type and amount of classes offered, the advisor availability, and the conversation groups they could attend. Participant 2 stated, “I like the classes I can take. They are fun and help my English.” Participant 4 was particularly pleased with the conversation group he joins on Fridays. They explained, “Conversation groups make me feel like I am on the campus and improve my English.” Therefore, this influence is an asset. Document Analysis. No document was found for this influence. Summary. The assumed influence that the AEC provides adequate resources such as housing, libraries, and tutoring that support program completion was determined to be an asset in 104 the survey results. While one of the statements was at 76.19%, which is below the 80% threshold, the average of the two statements was 88.09%. The results of the focus group also showed the influence to be an asset. All participants were pleased with the resources available to them. While housing and tutoring were not explicitly mentioned. A participant did mention how the conversation groups improved their English and made them feel a part of the campus. Therefore, this influence is an asset. Policies, Processes, & Procedures Influence 1 The school needs to have a policy that supports admissions advisers being available to students during most times. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, two statements regarding support for advisors in the AEC. Table 33 shows the results of the two statements. The first statement is: The AEC supports the advisors. 95.45% of participants rated it as a 5 or above. The second statement to rate is: AEC supports recruiters. 90.91% of participants rated it as a 5 or above. Both statements are well above the 80% threshold. Therefore this influence is an asset. Table 33 Survey Results for Policies, Processes, and Procedures in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 105 (n=22 ) AEC supports the advisors. 0% 0% 0% 4.55% 22.73% 31.82% 40.91% (n=22 ) AEC supports the recruiters. 0% 0% 0% 9.09% 13.64% 36.36% 40.91% Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Potential students were informed about who to reach out to for help, the value of reaching out for help, and explicit steps that needed to be taken by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that the AEC has a policy that supports admissions advisers being available to students during most times was determined to be an asset in the survey results. Both of the statements were well above the 80% threshold. The results of the document analysis also showed the influence to be an asset. Students were reminded of the availability of advisors during the semester. Therefore, this influence is an asset. Influence 2 The school/program needs to have adequate policies in place to support student achievement leading to retention and completion of the program. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they agreed with the statement: AEC helps me as a student to achieve program completion. Table 34 shows the results of the statement. 100% of participants rated it as a 5 or above. The statement is well above the 80% threshold. Therefore this influence is an asset. 106 Table 34 Survey Results for Policies, Processes, and Procedures in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 (n=22 ) AEC helps me as a student to achieve program completion. 0% 0% 0% 0% 13.64% 45.45% 40.91 % Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. Summary. The assumed influence that the AEC helps students achieve program completion was determined to be an asset in the survey results. The statement result was well above the 80% threshold at 100%. Therefore, this influence is an asset. Cultural Setting Influence 1 Students need to be a part of a culture where the admissions officers and counselors are available prior to application deadlines. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they agreed with the statement: AEC has a culture of support in the application process. Table 35 shows the results of the statement. 94.55% of participants rated it as a 5 or above. The statement is well above the 80% threshold. Therefore this influence is an asset. 107 Table 35 Survey Results for Cultural Setting in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 (n=22 ) AEC has a culture of support in the application process. 0% 0% 0% 4.55% 9.09% 40.91% 45.45% Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Potential students were informed about who to reach out to for help and of the steps that needed to be taken to apply by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that the AEC has a culture of support in the application process was determined to be an asset in the survey results. The statement was well above the 80% threshold. The results of the document analysis also showed the influence to be an asset. Students were reminded of who could help them during the semester. Therefore, this influence is an asset. Influence 2 The students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program. 108 Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, two statements regarding the need for classrooms and schedules in the AEC. Table 36 shows the results of the two statements. The first statement is: The AEC has a class schedule that helps my studies. 95.45% of participants rated it as a 5 or above. However, 4.55% of participants did rate it as a 1. The second statement to rate is: AEC has enough classrooms for classes. 90.48% of participants rated it as a 5 or above but similar to the previous statement, 4.76% rated it as a 1. Both statements are well above the 80% threshold. Therefore this influence is an asset. Table 36 Survey Results for Cultural Setting in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 (n=22 ) AEC has a class schedule that helps my studies. 4.55% 0% 0% 0% 9.09% 36.36% 50% (n=21 ) AEC has enough classrooms for classes. 4.76% 0% 0% 4.76% 14.29% 33.33% 42.86% Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. No document was found for this influence. 109 Summary. The assumed influence that students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program was determined to be an asset in the survey results. Both of the statements were well above the 80% threshold. However, different from the other statements in the survey, these two statements both produced ratings of 1, the lowest possible rating. With that caveat, this influence is an asset. Cultural Model Influence 1 There is a culture of seeking and providing help in the organization. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest if they agreed with the statement: AEC has a culture that encourages students to ask for help. Table 37 shows the results of the statement. 90.91% of participants rated it as a 5 or above. The statement is well above the 80% threshold. Therefore this influence is an asset. Table 37 Survey Results for Cultural Model in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 (n=22 ) AEC has a culture that encourages students to ask for help. 0% 0% 0% 9.09% 4.55% 36.36% 50% 110 Focus Group Findings. No focus group questions were asked for this influence. Document Analysis. Students were informed about who to reach out to for help and of the value of reaching out for help by several Instagram posts throughout the semester. Therefore, this is determined to be an asset. Summary. The assumed influence that the AEC has a culture of seeking and providing help in the organization was determined to be an asset in the survey results. The statement was well above the 80% threshold with 90.91% of participants rating it a 5 or above. The results of the document analysis also showed the influence to be an asset as several social media posts alerted students to reach out for help if needed. Students were also reminded of who could help them during the semester. Therefore, this influence is an asset. Influence 2 The organization has a commitment to and culture of program completion. Survey Results. AEC students were asked to rate on a scale of 1 to 7 where 1 was lowest and 7 highest, if they agreed with the statement: The AEC has a culture that is committed to helping students complete the program. Table 38 shows the results of the statement. 95.45% of participants rated it as a 5 or above. The statement is well above the 80% threshold. Therefore this influence is an asset. Table 38 Survey Results for Cultural Setting in the AEC # On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: 1 2 3 4 5 6 7 111 (n=22) AEC has a culture that is committed to helping students complete the program. 0% 0% 0% 4.55% 13.64% 27.27% 54.55% Focus Group Findings. When asked to describe the culture of AEC, three out of four of the participants mentioned the friendliness of the staff and faculty at the AEC. Participant 2 mentioned, “Everyone is so friendly to me, the teachers, the workers, everyone.” This was seconded by Participant 3 when they responded, “You are right, all of the teachers and workers are so kind. They really want me to be success (sic).” The same three further focused on the welcoming culture they have experienced, even when abroad and not on the University of Kansas campus. One student had no opinion on the culture. Therefore, this is an asset. Document Analysis. No document was found for this influence. Summary. The assumed influence that the AEC has a commitment to and culture of program completion was determined to be an asset in the survey results. The statement was well above the 80% threshold with 95.45% of participants rating it a 5 or above. The results of the focus group also showed the influence to be an asset as three of the four participants agreed that the employees of the AEC are helpful and show interest in the student’s program completion. Therefore, this influence is an asset. Summary of Validated Influences Tables 39, 40, and 41 show the knowledge, motivation, and organization influences for this study and their determination as an asset or a need. 112 Knowledge Table 39 shows that 5 out of 13 assumed influences were determined to be assets through survey results, focus group responses, and document analysis. Recommendations to improve the knowledge influences that were determined to be needs will be discussed in Chapter Five. Table 39 Knowledge Assets or Needs as Determined by the Data Assumed Knowledge Influence Asset or Need Factual Students need to know who to reach out to for help. Asset Students need to know the requirements for passing individual classes. Need Students need to know the requirements to complete the program. Asset Conceptual Students need to know the relationship between reaching out for help and the application process. Asset Students need to know the stages of the application process. Need Students need to know the order of the classes to complete the program. Asset Students need to know the relationship between studying English and progressing through the program. Asset 113 Procedural Students need to know how to reach out for help (in English). Need Students need to know how to contact advisors/counselors. Need Students need to know how to register for classes. Asset Students need to know how to learn a language. Need Metacognitive Students need to know how to self-monitor themselves when reaching out for help. Need Students need to possess reflective skills that aid in learning. Need Motivation Table 40 shows that 9 out of 9 assumed influences were determined to be assets through survey results, focus group responses, and document analysis. Recommendations to improve the motivation influences will be discussed in Chapter Five. Table 40 Motivation Assets or Needs as Determined by the Data Assumed Motivation Influence Asset or Need Value 114 Students need to value and understand the importance of reaching out to admissions advisors and counselors for help. Asset Students need to value and understand the importance of actually staying and completing the program. Asset Self-efficacy Students need to have confidence in their ability to reach out to admissions advisors and counselors for help (in English). Asset Students need to have confidence in their ability to stay and complete each course of the program. Asset Mood Students have positive feelings about reaching out to admissions advisors and counselors for help. Asset Students have positive feelings about staying and completing the program. Asset Attribution Students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so. Asset 115 Students need to recognize that staying and completing the program is due to their own effort. Asset Goal Orientation Students learn from mistakes in order to stay and complete the program. Asset Organization Table 41 shows that 8 out of 8 assumed influences were determined to be assets through survey results, focus group responses, and document analysis. Recommendations to improve the organization influences will be discussed in Chapter Five. Table 41 Organization Assets or Needs as Determined by the Data Assumed Organization Influence Asset or Need Resources The school needs to provide adequate resources in the admissions advisers’ office. Asset The school needs to provide adequate resources such as housing, libraries, and tutoring that support program completion. Asset Policies, Process, and Procedures The school needs to have a policy that supports admissions advisers being available to students during most times. Asset The school/program needs to have adequate policies in place to support student achievement leading to retention and completion of the program. Asset Cultural Model There is a culture of seeking and providing help in the organization. Asset 116 The organization has a commitment to and culture of program completion. Asset Cultural Setting Students need to be a part of a culture where the admissions officers and counselors are available prior to application deadlines. Asset The students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program. Asset Chapter Five will include recommendations for how to improve the assumed influences that were not determined to be assets and those assets that are borderline needs. Proposed recommendations and solutions will be discussed with the leadership of the AEC. 117 Chapter 5: Recommendations and Evaluation Purpose of the Project and Questions The purpose of this project was to conduct a needs’ analysis in the areas of knowledge, motivation, and organizational resources necessary to reach the organizational performance goal of increasing international student enrollment and retention for the English Center. The analysis began with generating a list of possible needs and then transitioned to examining these systematically to focus on the determined needs. While a complete needs’ analysis would focus on all stakeholders, for practical purposes, the stakeholder of focus in this analysis was current and potential international students in the Center. Therefore, the questions that guided this study were the following: 1. What are the knowledge and skills, motivation, and organizational influences that interfere with the Center’s goal of increasing enrollment by 20%? 2. What are the recommended knowledge and skills, motivation, and organizational solutions? Recommendations to Address Knowledge, Motivation, and Organization Influences The assumed knowledge, motivation, and organization (KMO) influences in the following tables were determined to be either needs or assets during data collection. This chapter discusses information regarding recommendations for each of the knowledge, motivation, and organizational influences identified as needs and assets in Chapter Four. There are three sections used to organize the knowledge, motivation, and organizational assets and needs respectively. Each section begins with a table that summarizes the knowledge, motivation, or organizational assumed influence, identification as an asset or need, the evidence-based principles supporting 118 any related recommendations, and a brief statement on the context-specific recommended solution. Both assets and needs are examined and recommendations are provided in order to ensure continuity, consistency, and commitment. Continuity to ensure that the program maintains its standards from semester to semester. Consistency to ensure that the message that students receive is the same across all departments of the program. Finally, commitment helps ensure that the program is dedicated to making the necessary improvements and that other similar programs can apply the recommendations as well. Knowledge Recommendations Introduction. As shown in Table 42, five out of 13 assumed influences were determined to be assets through survey results, focus group responses, and document analysis. Specifically, one factual knowledge influence, one conceptual knowledge influence, three procedural knowledge influences, and two metacognitive knowledge influences were determined to be needs. For all knowledge influences, determined to be either needs or assets, evidence-based principles have been identified to inform context-based recommendations to improve and maintain performance in those areas in Table 42. Table 42 Summary of Knowledge Influences and Recommendations Assumed Knowledge Influence Asset or Need Principle and Citation Context-Specific Recommendation Factual Students need to know who to reach out to for help. Asset Information learned meaningfully and connected with prior knowledge is stored more quickly and remembered more Provide potential and current students with a card/document, updated each semester that connects what they know with a list of departments 119 accurately because it is elaborated with prior learning (Schraw & McCrudden, 2006). or individuals that students can reach out to for assistance in various situations. Students need to know the requirements for passing individual classes. Need Information learned meaningfully and connected with prior knowledge is stored more quickly and remembered more accurately because it is elaborated with prior learning (Schraw & McCrudden, 2006). Provide students with connected and consistent syllabi and announcements on the Learning Management System (LMS) that contain a clear explanation of the requirements for passing individual classes. Students need to know the requirements to complete the program. Asset Information learned meaningfully and connected with prior knowledge is stored more quickly and remembered more accurately because it is elaborated with prior learning (Schraw & McCrudden, 2006). Provide incoming students with a list of classes that organizes courses required for program completion. Conceptual Students need to know the relationship between reaching out for help and the application process. Asset How individuals organize knowledge influences how they learn and apply what they know (Schraw & McCrudden, 2006). Provide potential students with a concept map that organizes the relationships between different resources and the steps of the application process. Students need to know the stages of the application process. Need Creating a schemata aids learner to establish knowledge in a domain (Schraw et al., 2009). Provide potential students with a list of the steps of the application on social media and the Center’s website. 120 Students need to know the order of the classes to complete the program. Asset Creating a schemata aids learner to establish knowledge in a domain (Schraw et al., 2009). Provide incoming students with a list of classes that organizes courses required for program completion. Students need to know the relationship between studying English and progressing through the program. Asset How individuals organize knowledge influences how they learn and apply what they know (Schraw & McCrudden, 2006). Provide students with a concept map that organizes the relationships between studying English and progressing through the program and on to their degree seeking programs. Procedural Students need to know how to reach out for help (in English). Need Modeling to-be learned strategies or behaviors improves self-efficacy, learning, and performance (Denler et al., 2009). Feedback that is private, specific, and timely enhances performance (Shute, 2008). Provide a mini-lesson during orientation that instructs students how to reach out for help. Instructors can model and provide timely feedback. Students need to know how to contact advisors/counselors. Need Modeling to-be learned strategies or behaviors improves self-efficacy, learning, and performance (Denler et al., 2009). Provide students with a list of specific steps for contacting advisors. Students need to know how to register for classes. Asset Modeling to-be learned strategies or behaviors improves self-efficacy, learning, and performance (Denler et al., 2009). Provide students with a list of specific steps on how to register for classes. 121 Students need to know how to learn a language. Need Continued practice promotes automaticity and takes less capacity in working memory (Schraw & McCrudden, 2006). Feedback that is private, specific, and timely enhances performance (Shute, 2008). Provide students with outcomes within the curriculum that teaches students how a language is learned. Lessons should contain continued practice and private, timely, and specific feedback. Metacognitive Students need to know how to self-monitor themselves when reaching out for help. Need The use of metacognitive strategies facilitates learning (Baker, 2006). Feedback that is private, specific, and timely enhances performance (Shute, 2008). Provide students with outcomes within the curriculum that teaches students how to self- monitor. Lessons should contain continued practice and private, timely, and specific feedback. Students need to possess reflective skills that aid in learning. Need The use of metacognitive strategies facilitates learning (Baker, 2006). Feedback that is private, specific, and timely enhances performance (Shute, 2008). Provide students with outcomes within the curriculum that teaches students reflective skills. Lessons should contain continued practice and private, timely, and specific feedback. Factual knowledge solutions Students need to know (a) who to reach out to for help; (b) the requirements for passing individual classes; and (c) the requirements to complete the program. A recommendation grounded in information processing can be applied to close the potential factual knowledge 122 influence gap. Schraw & McCrudden (2006) suggest that information learned meaningfully and connected with prior knowledge is stored more quickly and remembered more accurately because it is elaborated with prior learning. This would suggest that students would benefit from information that connects to what they already know about the program. Therefore, it is recommended that students receive a card/document, updated each semester that connects what they know with a list of departments or individuals that students can reach out to for assistance in various situations. They are provided with connected and consistent syllabi and announcements on the Learning Management System (LMS) that contain a clear explanation of the requirements for passing individual classes. They are also provided with a list of classes that organizes courses required for program completion. Rice et al. (2009) found that reaching out for help is significant for international students. International students had lower levels of rapport with advisors overall but they found that international students that formed positive relationships with advisors had higher satisfaction with the application process and the program itself, leading to more retention, while weak advising relationships led to confusion and dissatisfaction with the program. Making assistance easily accessible is crucial to international students. Schraw & McCrudden (2006) tell us that information learned meaningfully and connected with prior knowledge is stored more quickly and remembered more accurately because it is elaborated with prior learning. Thus, the information from advisors should be reinforced and built upon in the syllabi and other official communication from the program. Conceptual knowledge solutions Students need to know (a) the relationship between reaching out for help and the application process; (b) the stages of the application process; (c) the order of the classes to 123 complete the program; and (d) the relationship between studying English and progressing through the program. Information processing theory can be applied to create recommendations to remind students of the relationship between the reaching out for help and the application process as well as the relationship between studying English and progressing through the program. How individuals organize knowledge influences how they learn, and apply what they know (Schraw & McCrudden, 2006). Creating schemata helps learners organize knowledge in a given domain (Schraw et al., 2009). This would suggest that providing students with lists or concepts maps would benefit them. Therefore, the recommendation is to provide students with a concept map that organizes the relationships between different resources and the steps of the application process, a list of the steps of the application on social media and the Center's website, a list of classes that organizes courses required for program completion, and a concept map that organizes the relationships between studying English and progressing through the program and on to their degree seeking programs. Klasik (2012) showed the importance of students reaching out for help during the application process to understand the stages of the application process and Rice et al. (2009), Wilson (2011) and Zhang and Hagedorn (2011) highlighted the importance of creating a positive relationship with advisors for international students in order to get the information they need to complete the program. Helping international students to know and understand the aforementioned relationships is vital to success in higher education. Schraw et al. (2009) tell us that creating schemata for students helps them to organize knowledge. Thus, the recommendation is for advisors to provide students with these schemata to display lists and relationships necessary for success in the program. 124 Procedural knowledge solutions Students need to know how to (a) reach out for help (in English); (b) contact advisors/counselors; (c) register for classes; and (d) learn a language. Social cognitive theory can be applied to make recommendations. Denler et al. (2009) states that modeling to-be learned strategies or behaviors improves self-efficacy, learning, and performance. Also, feedback that is private, specific, and timely enhances performance (Shute, 2008). In addition, Schraw and McCrudden (2006) state that continued practice promotes automaticity and takes less capacity in working memory. Thus it is recommended that the Center provide (a) a mini-lesson during orientation that instructs students how to reach out for help where instructors can model and provide timely feedback; (b) a list of specific steps for contacting advisors; (c) a list of specific steps on how to register for classes; and (d) outcomes within the curriculum that teaches students how a language is learned with lessons that contain continued practice and private, timely, and specific feedback. The importance of advisors and faculty in providing help for applications, enrolling, and learning about course and program requirements has been established (Klasik, 2012; Rice et al., 2009; Wilson, 2011; Zhang and Hagedorn, 2011). Modeling to-be learned strategies or behaviors improves self-efficacy, learning, and performance (Denler et al., 2009). Also, feedback that is private, specific, and timely enhances performance (Shute, 2008). Therefore, the recommendation is for advisors and faculty to provide models and documents, and provide feedback to students to learn the aforementioned critical procedures. Metacognitive knowledge solutions Students need to (a) know how to self-monitor when reaching out for help; and (b) possess reflective skills that aid in learning. Information processing theory can be applied to 125 make recommendations. Baker (2006) found that the use of metacognitive strategies facilitates learning. Strategies such as reflection and self-monitoring aid international students in the Center program. Therefore, the Center should provide students with outcomes within the curriculum that teaches students how to self-monitor and provide students with outcomes within the curriculum that teaches students reflective skills. In a study of 17 ESL learners who completed diary entries throughout an intensive English course in a higher education setting, Sim (2005) showed that international students who improved their English language skills also improved their ability to reflect on the learning process in general and felt more motivated. The diary entries showed that as students' general English levels improved, the depth and critical aspects of their diary writing also improved. As mentioned above, Baker (2006) asserted that metacognitive strategies facilitated learning. Therefore, including metacognitive skills within the curriculum aids in English language learning and motivation. Motivation Recommendations As shown in Table 43, overall none of the assumed motivational influences were determined to be actual needs when considering the aggregated data. However, within the survey items, there were aspects that were considered needs. Specifically two self-efficacy influences, (1) that students have confidence in their ability to reach out to admissions advisors and counselors for help (in English), and (2) that students have confidence in their ability to stay and complete each course of the program, had aspects that were below the threshold to be considered an asset. These are addressed in Table 43. In addition, in an effort to maintain consistency and continuity for the future, recommendations are made to address the assets as well. Table 43 lists the motivation causes, 126 principle, and recommendations. Following the table, a detailed discussion for each high priority cause and recommendation, and the literature supporting the recommendation is provided. Table 43 Summary of Motivation Influences and Recommendations Assumed Motivation Influence Asset or Need Principle and Citation Context-Specific Recommendation Value Students need to value and understand the importance of reaching out to admissions advisors and counselors for help. Asset Include rationales about the importance and utility value of the task (Pintrich, 2003). Provide students with explanations of connections between reaching out to advisors and success when applying to the Center on application materials such as the website or social media... Students need to value and understand the importance of actually staying and completing the program. Asset Learning and motivation are enhanced if the learner values the task (Eccles, 2006). Provide students with explanations of connections between staying and completing the program and future success in academics and career during orientation and social media. Self-Efficacy Students need to have confidence in their ability to reach out to admissions advisors and counselors for help (in English). Asset* Learning and motivation are enhanced when learners have positive expectancies for success (Pajares, 2006). Provide multiple avenues, such as email, online forms, social media contacts, etc. for students to reach out to advisors for help. Students need to have confidence in their ability to stay and complete each Asset* High self-efficacy can positively influence motivation (Pajares, 2006). Provide positive feedback when students perform well in courses through and 127 course of the program. Provide instructional support (scaffolding) early on, build in multiple opportunities for practice and gradually remove supports (Pajares, 2006). Provide goal directed practice coupled with frequent, accurate, credible, targeted and private feedback on progress in learning and performance (Pajares, 2006). encouragement when students display deficiencies to create positive expectancies for success. Mood Students have positive feelings about reaching out to admissions advisors and counselors for help. Asset Positive emotional environments support motivation (Clark & Estes, 2008). Provide students with instruction early on in the process that creates a supportive environment. Students have positive feelings about staying and completing the program. Asset Positive emotional environments support motivation (Clark & Estes, 2008). Provide students with positive feedback and support throughout the semester. Attribution Students need to recognize that reaching out to admissions advisors and counselors for help is a positive step that comes about from Asset Learning and motivation are enhanced when individuals attribute success or failures to effort rather than ability. (Anderman & Anderman, 2009). Staff involved in advising should provide accurate feedback and reinforce the notion that success can be achieved with effort. 128 their own effort to do so. Students need to recognize that staying and completing the program is due to their own effort. Asset Learning and motivation are enhanced when individuals attribute success or failures to effort rather than ability. (Anderman & Anderman, 2009). Faculty should provide accurate feedback and reinforce the notion that success can be achieved with effort. Goal Orientation Students learn from mistakes in order to stay and complete the program. Asset Focusing on mastery, individual improvement, learning, and progress promotes positive motivation (Yough & Anderman, 2006). Provide students with a list of benefits when they find and correct mistakes to motivate and direct students to achieve higher goals. Note: An * denotes an influence with a survey item that had a need as well. Value solutions Students need to value and understand the importance of (a) reaching out to admissions advisors and counselors for help; and (b) the importance of actually staying and completing the program. Expectancy value theory can be applied to make recommendations. Pintrich (2002) found that it is important to include rationales about the importance and utility value of the task. This would suggest students could continue to benefit from opportunities to remind them of the value of reaching out for help. In addition, Eccles (2006) showed that learning and motivation are enhanced if the learner values the task. This suggests that reminding students of the importance of completing the Center program provides value to them. Therefore, it is recommended to provide students with explanations of connections between reaching out to 129 advisors and success when applying to the Center on application materials such as the website or social media and to provide students with explanations of connections between staying and completing the program and future success in academics and career during orientation and social media. In a study of 1200 European university students studying abroad, Petruzzellis and Romanazzi (2010) found through a questionnaire that the relationships that students develop lead to perceived value. They highlighted the relationships with administration and staff, in addition to faculty, as being especially important in adding value. Eccles (2006) stated that perceived value includes four constructs: intrinsic value, attainment value, utility value, and cost value. The utility value, the perceived usefulness of the future goals, is a construct that provides value to students in that it shows them the usefulness of completing their Center program in regards to their future academic and career goals. Therefore, the recommendation is to provide students with explanations to show the value of reaching out for help and for completing the program. Self-Efficacy solutions Students need to have confidence in their ability to (a) reach out to admissions advisors and counselors for help (in English); and (b) stay and complete each course of the program. Self- efficacy theory can be implemented to make recommendations. Pajares (2006) explained that when learning and motivation are enhanced, learners have positive expectancies for success and that high self-efficacy can positively influence motivation. He further added that educators need to provide instructional support (scaffolding) early on, build in multiple opportunities for practice, and gradually remove supports (Pajares, 2006). In addition he stated that educators need to provide goal-directed practice coupled with frequent, accurate, credible, targeted and private feedback on progress in learning and performance (Pajares, 2006). This suggests that students 130 would benefit from increased confidence in implementation in their ability to reach out for help and complete the program. Therefore, the recommendations are to provide (a) multiple avenues, such as email, online forms, social media contacts, etc. for students to reach out to advisors for help; and (b) positive feedback when students perform well in courses through and encouragement when students display deficiencies to create positive expectancies for success. Bodycott (2009), with a questionnaire of 100 Chinese students, and Counsell (2011) with another questionnaire of 188 international business students in the U.K., highlighted the importance of improving English while at university as ways to increase self-efficacy for international students. When international students perceive their English language ability as improving, they are more likely to feel confident in their ability to succeed in higher education. In two items on the survey, international students at the Center showed less than ideal confidence in their ability to contact their advisors and in their ability to complete the program. Pajares (2006) showed that confidence can be positively influenced by providing scaffolding, practice opportunities, and feedback. Thus, the recommendations are to provide several examples and avenues to contact help at the Center and for faculty to provide positive feedback in courses. Mood solutions It's important for students to have positive feelings about (a) reaching out to admissions advisors and counselors for help; and (b) staying and completing the program. Emotions theory can be applied to make recommendations. Clark & Estes (2008) state positive emotional environments support motivation. This would suggest international students would benefit from reaching out for help and receiving positive support from faculty and staff. Thus, it is recommended that the Center provide students with instruction early on in the process that 131 creates a supportive environment and further provide positive feedback and support throughout the semester. In a study of 140 international students from the Far East, Chen (2007) reported that a welcoming culture was important to increasing a student’s feelings regarding a school. This combined with Clark & Estes’ (2008) findings highlighting the relationship between positive emotional environments supporting motivation, lead to the following recommendations. First, to provide students with instruction early on in the process that creates a supportive environment. Second, to provide students with positive feedback and support throughout the semester. Attribution solutions Students need to recognize that (a) reaching out to admissions advisors and counselors for help is a positive step that comes about from their own effort to do so; and (b) staying and completing the program is due to their own effort. Emotions theory can be applied to make recommendations. Anderman & Anderman (2009) state learning and motivation are enhanced when individuals attribute success or failures to effort rather than ability. Thus, it is recommended that staff involved in advising provide accurate feedback and reinforce the notion that success can be achieved with effort and that faculty provide accurate feedback and reinforce the notion that success can be achieved with effort. In a mixed methods study with 384 survey participants and 10 interview participants, Lu, Woodcock, and Jiang (2014) showed the importance of attribution when they reported that among learners of English in Chinese universities, attribution is more important than other causes of failure. They further mentioned that whether the students were autonomous or not, effort attribution was a key indicator of success. Anderman & Anderman (2009) reinforce this idea when they reported that learning and motivation are increased when learners attribute 132 success or failure to effort. Therefore, the recommendation is for staff involved in advising to provide accurate feedback and reinforce the notion that success can be achieved with effort and for faculty to provide accurate feedback and reinforce the notion that success can be achieved with effort. Goal orientation solutions Students learn from mistakes in order to stay and complete the program. Goal Orientation/Goals theory can be applied to make recommendations. Yough & Anderman (2006) state that focusing on mastery, individual improvement, learning, and progress promotes positive motivation. This suggests that international students in the Center would benefit from focusing on their mistakes in order to improve, rather than just worrying about grades. Thus, the recommendation is to provide students with a list of benefits when they find and correct mistakes to motivate and direct students to achieve higher goals. The previous paragraph reminded us that focusing on mastery, individual improvement, learning, and progress promotes positive motivation (Yough & Anderman, 2006). In a comprehensive review of the language learning literature, Oroujlou and Vahedi (2011) connect goal theory to the ESL classroom by showing that mastery orientation leads to more success not only in the ESL classroom but beyond in the degree programs as well. Therefore, the Center should provide students with a list of benefits when they find and correct mistakes to motivate and direct students to achieve higher goals. Organization Recommendations As shown in Table 44, overall none of the assumed organizational influences were determined to be actual needs when considering the aggregated data. However, within the survey items, there was an aspect that was considered a need. Specifically two items on the survey 133 related to the difficulty of the application had aspects that were below the threshold to be considered an asset. These are addressed in Table 44. In addition, in an effort to maintain consistency and continuity for the future, recommendations are made to address the assets as well. Table 44 lists the organization causes, principle, and recommendations. Following the table, a detailed discussion for each high priority cause and recommendation, and the literature supporting the recommendation is provided Table 44 Summary of Organization Influences and Recommendations Assumed Organization Influence Asset or Need Principle and Citation Context-Specific Recommendation Resources The school needs to provide adequate resources in the admissions advisers’ office. Asset* Effective change efforts ensure that everyone has the resources (materials, staff, time, etc.) needed to do their job and that if there are resource shortages, then resources are aligned with organizational priorities (Clark & Estes, 2008). Provide advisers with structured time to align and apply resources to organizational priorities. The school needs to provide adequate resources such as housing, libraries, and tutoring that support program completion. Asset Effective change efforts ensure that everyone has the resources (materials, staff, time, etc.) needed to do their job and that if there are resource shortages, then resources are aligned with organizational Provide Center students with access to housing, library resources, and tutoring. 134 priorities (Clark & Estes, 2008). Policies, Process and Procedures The school needs to have a policy that supports admissions advisers being available to students during most times. Asset Effective organizations insure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values (Clark and Estes, 2008). Provide the advising department with policies that give them the flexibility to schedule advisors during the times when students need them most. The school/program needs to have adequate policies in place to support student achievement leading to retention and completion of the program. Asset Effective organizations insure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values (Clark and Estes, 2008). Provide the faculty with policies that align with the Center's goals of student achievement and retention. Cultural Models There is a culture of seeking and providing help in the organization. Asset Effective organizations insure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals Provide policies that encourage and reward students and employees who seek and provide help. 135 and values (Clark and Estes, 2008). The organization has a commitment to and culture of program completion. Asset Effective organizations insure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values (Clark and Estes, 2008). Provide reminders of the rewards and benefits to program completion to employees and students. Cultural Settings Students need to be a part of a culture where the admissions officers and counselors are available prior to application deadlines. Asset Effective change efforts ensure that everyone has the resources (materials, staff, time, etc.) needed to do their job and that if there are resource shortages, then resources are aligned with organizational priorities (Clark & Estes, 2008). Provide advisors with a culture that aligns with the Center's admissions policy. The students need to be part of a culture in an organization/program that has available classrooms and a course schedule that allows students to complete the program. Asset Effective change efforts ensure that everyone has the resources (materials, staff, time, etc.) needed to do their job and that if there are resource shortages, then resources are aligned with organizational priorities (Clark & Estes, 2008). Provide a schedule that prioritizes the needs of the students with space and time that suits them. 136 Note: An * denotes an influence with a survey item that had a need as well. Resource solutions Students need the school to provide (a) adequate resources in the admissions advisors office; and (b) adequate resources such as housing, libraries, and tutoring that support program completion. Organization theory can be applied to make recommendations. Clark & Estes (2008) reminds us that effective change efforts ensure that everyone has the resources such as materials, staff, and time needed to do their job and that if there are resource shortages, then resources are aligned with organizational priorities. This would suggest that students would benefit from trained advisors and adequate facilities. Therefore the recommendation is to provide students with (a) advisors who have structured time to align and apply resources to organizational priorities; and (b) access to housing, library resources, and tutoring. In a graduate student climate survey of 300 students in a large Midwestern university, Curtin, Stewart, and Ostrove (2013) showed how important an advising office is by the importance international students placed on it in terms of feeling a sense of belonging on a college campus. Additionally, Price, I., Matzdorf, Smith and Agahi (2003) illustrate the importance of facilities. In a large quantitative study of more than 8000 undergraduate students in the U.K., they found new and modern laboratories, dormitories, libraries, and eating options greatly affect international student choice. Providing international students with appropriate resources is an important factor in school choice. Clark & Estes (2008) showed how effective change efforts ensure that those resources are applied where needed. Thus, the recommendation is to provide students with (a) advisors who have structured time to align and apply resources to organizational priorities; and (b) access to housing, library resources, and tutoring. 137 Policies and procedures solutions The students need the school to have (a) a policy that supports admissions advisers being available to students during most times; and (b) adequate policies in place to support student achievement leading to retention and completion of the program. Organizational theory can be applied to make recommendations. According to Clark & Estes (2008) effective organizations ensure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. International students benefit from having access to advisors and benefit from supportive policies. Therefore, the recommendation is to provide the advising department with policies that give them the flexibility to schedule advisors during the times when students need them most and to provide the faculty with policies that align with the Center's goals of student achievement and retention. In a comprehensive review of the literature of international student choice from 1996 to 2000, Mazzarol and Soutar (2002) reported that schools that have a policy of providing a wide array of support programs attract international students. Similarly, Lei and Chuang (2010) in a review of critical academic and non-academic factors that influence the college choice decisions of graduate students, showed that flexible programs of support to aid in program completion is a draw for international students who lack confidence, especially in English. As stated above, Clark & Estes (2008) state that effective organizations ensure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. Thus, the recommendation is to provide the advising department with policies that give them the flexibility to schedule advisors during the 138 times when students need them most and to provide the faculty with policies that align with the Center's goals of student achievement and retention. Cultural model solutions Students need (a) a culture of seeking and providing help in the organization; and (b) an organization that has a commitment to and culture of program completion. Organizational Change theory can be applied to make recommendations. Clark and Estes (2008) state that effective organizations ensure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. Aligning the culture with the needs of the students would benefit them greatly. Thus, the recommendation is to provide policies that encourage and reward students and employees who seek and provide help and to provide reminders of the rewards and benefits to program completion to employees and students. Kozanitis, Desbiens, and Chouinard, (2007) showed the relationship between the reaction of the faculty and advisor to students seeking help in a study of 1558 international undergraduate students in three public Canadian universities. The more positive the reaction, the more positive the effects on the student in terms of self-efficacy and task value. Also, in an interview study of 41 international doctoral students at a university in the American northeast, Zhou (2015) found that schools with a strong culture of completion are attractive for international students. As mentioned above, Clark and Estes (2008) stated that effective organizations ensure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. Thus, the recommendation is to provide policies that encourage and reward students and employees who 139 seek and provide help and to provide reminders of the rewards and benefits to program completion to employees and students. Cultural settings solutions Students need to be a part of a culture (a) where the admissions officers and counselors are available prior to application deadlines; and (b) that has available classrooms and a course schedule that allows students to complete the program. Organizational Change theory can be applied to make recommendations. Clark and Estes (2008) state effective organizations ensure that organizational messages, rewards, policies, and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. This alignment will help attract and retain students. Therefore, the recommendation is to provide advisors with a culture that aligns with the Center's admissions policy and to provide a schedule that prioritizes the needs of the students with space and time that suits them. In focus group interviews with 28 international students in two universities in the South of England, Maringe and Carter (2007) illustrated how an administration can show potential students the overall atmosphere and environment of a school during the application process by being available and answering questions. In addition, simply providing enough classes was a major component to retention in a survey of 387 international undergraduate students in the U.K. (Maringe, 2006). As stated above, Clark and Estes (2008) informs us that effective organizations ensure that organizational messages, rewards, policies and procedures that govern the work of the organization are aligned with or are supportive of organizational goals and values. Thus, the recommendation is to provide advisors with a culture that aligns with the Center's admissions policy and to provide a schedule that prioritizes the needs of the students with space and time that suits them. 140 Summary of Knowledge, Motivation and Organization Recommendations The following recommendations were guided by evidence-based principles and address the knowledge needs and assets. It is recommended that the Center (a) provide potential and current students with a card/document, updated each semester, that connects what they know with a list of departments or individuals that students can reach out to for assistance in various situations; (b) provide students with connected and consistent syllabi and announcements on the Learning Management System (LMS) that contain a clear explanation of the requirements for passing individual classes; and (c) provide incoming students with a list of classes that organizes courses required for program completion. It is also recommended that the Center (a) provide potential students with a concept map that organizes the relationships between different resources and the steps of the application process; (b) provide potential students with a list of the steps of the application on social media and the Center website; (c) provide incoming students with a list of classes that organizes courses required for program completion; and (d) provide students with a concept map that organizes the relationships between studying English and progressing through the program and on to their degree seeking programs. Additionally it is recommended that the Center (a) provide a mini-lesson during orientation that instructs students how to reach out for help; (b) have instructors model and provide timely feedback; (c) provide students with a list of specific steps for contacting advisors; (d) provide students with a list of specific steps on how to register for classes; and (e) provide students with outcomes within the curriculum that teaches students how a language is learned. Lessons should contain continued practice and private, timely, and specific feedback. 141 Finally, the Center should (a) provide students with outcomes within the curriculum that teaches students how to self-monitor. Lessons should contain continued practice and private, timely, and specific feedback; the Center should also (b) provide students with outcomes within the curriculum that teaches students reflective skills. Lessons should contain continued practice and private, timely, and specific feedback. The following recommendations were guided by evidence-based principles and address the motivation needs and assets. It is recommended to provide students with explanations of connections between reaching out to advisors and success when applying to the Center on application materials such as the website or social media, and to provide students with explanations of connections between staying and completing the program and future success in academics and career during orientation and social media. Also, it is recommended to provide multiple avenues, such as email, online forms, social media contacts, etc., for students to reach out to advisors for help, and to provide positive feedback when students perform well in courses and encouragement when students display deficiencies to create positive expectancies for success. In addition, it is recommended that the Center provide students with a) instruction early on in the process that creates a supportive environment and b) with positive feedback and support throughout the semester. Also, both the staff involved in advising and faculty should provide accurate feedback and reinforce the notion that success can be achieved with effort. Finally, it is recommended that the Center provide students with a list of benefits when they find and correct mistakes to motivate and direct students to achieve higher goals. The following recommendations were guided by evidence-based principles and address the organizational needs and assets. It is recommended to provide advisers with structured time to align and apply resources to organizational priorities and to provide Center students with 142 access to housing, library resources, and tutoring. Also, it is recommended that the Center provide the advising department with policies that give them the flexibility to schedule advisors during the times when students need them most and to provide the faculty with policies that align with the Center goals of student achievement and retention. Additionally, it is recommended to provide policies that encourage and reward students and employees who seek and provide help and to provide reminders of the rewards and benefits to program completion to employees and students. Finally, it is recommended to provide advisors with a culture that aligns with the Center’s admissions policy and to provide a schedule that prioritizes the needs of the students with space and time that suits them. Integrated Implementation and Evaluation Plan Organizational Purpose, Need and Expectations The mission of the Midwest English Center is “to prepare our students linguistically, academically, and culturally for university life; provide services to enhance their adjustment and achievement; and advocate for ESL and international students.” The Center hopes to increase enrollment in order to continue to provide avenues to study at the Midwestern University. The Midwest English Center’s goal is to increase enrollment by approximately 20% by the end of 2021. Achieving the goal of the Center to increase enrollment by 20% will take the combined efforts of all of the stakeholders mentioned. However, the primary stakeholder is the international students as it is ultimately their decision to enroll and complete the programs offered by the Center. The goal of primary stakeholder is that; by the end of 2021, international students interested in studying abroad at the Center will know what knowledge, motivation, and organizational resources that they need to apply, enroll, and receive a certificate at the Center. 143 The desired outcome for this project is to improve the Center's enrollment and retention rates over a one-year scaffolded plan. Providing the organization with the necessary knowledge, motivation, and organizational tools to be successful in increasing their student enrollment and completion numbers. Implementation and Evaluation Framework The New World Kirkpatrick Model will be used to design an integrated implementation and evaluation plan for the Midwest English program recommended in this study (Kirkpatrick & Kirkpatrick, 2016). The objective of this model is to measure the effectiveness of a given training, optimize the transfer of learning to behavior and organizational results, and demonstrate the value of training to the organization (Kirkpatrick & Kirkpatrick, 2016). The four levels of this model include (a) Level 1 - reaction is the degree to which individuals find a training satisfactory, engaging, and related to their position, (b) Level 2 - learning is the extent to which individuals attain the intended knowledge, confidence, and commitment based on their participation in the training, (c ) Level 3 - behavior is the extent to which individuals implement what they learned during training when they return to their position and finally (d), Level 4 - results is the extent to which the intended outcomes occur due to the training (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model differs from the traditional Kirkpatrick Model in that the traditional model begins with the planning of Level 1 and works its way through to Level 4. The new model begins the planning at Level 4, working backward to Level 1. Kirkpatrick and Kirkpatrick (2016) explain that by starting training with a clear vision of the Level 4 Results, an organization can align the performance behaviors required, learning goals to achieve, and the outcomes to be measured. 144 Level 4: Results and Leading Indicators Level 4: Results are defined as why training is conducted (Kirkpatrick & Kirkpatrick, 2016). Connecting the contributions of training to their respective outcomes make them valuable. Leading indicators are measurable and short-term personalized targets that suggest that the critical behaviors are on track, or not, to meet the desired results (Kirkpatrick & Kirkpatrick, 2016). Table 45, below, showcases leading indicators, both internal and external, as well as the metrics and methods for how the indicators will be observed and/or measured. The recommendations will provide short-term observations and measurements to map out a guide for the successful implementation of the recommendations. Table 45 Outcomes, Metrics, and Methods for External and Internal Outcomes Outcome Metric(s) Method(s) External Outcomes Increased positive perception of international students at the university Number of positive feedback from other staff and faculty on campus Center staff can track comments from others on campus during events/meetings Increased positive perception of the program abroad Number of positive mentions in foreign (social) media Recruiters track media posts that mention the Center Increased number of applicants to the program Total number of applications to the Center Admissions office track application data Increased enrollment in the program Total number of students enrolled in the Center Director track number of students in the program Internal Outcomes Increased student program completion rate Total number of students that complete the program Director collect data at end of year Increased student satisfaction levels Score on end of course surveys Director track course survey comments/scores Increased number of students to progress to degree programs Total number of students who enroll in degree seeking programs after completing the Center program Advisors collect data from students who complete program 145 Level 3: Behavior Critical behaviors Kirkpatrick and Kirkpatrick (2016) discuss Level 3: Behaviors as the extent to which individuals apply what they learned during a given training when they return to their position. Critical behaviors are the select, specific actions, which, if performed consistently in a position, will have the largest impact on desired results and obtaining success in the organization (Kirkpatrick & Kirkpatrick, 2016). Table 46 shows three critical behaviors that were identified that international students must demonstrate to achieve their performance goals. First, students access (seek out) information about the program through inquiry forms. Second, that students reach out for help regarding applications to admissions officers, career counselors, and other resources. Third, students send applications. The final critical behavior is that students stay and complete the program. The specific metrics, methods, and timing for these critical behaviors can be found in Table 46 below. Table 46 Critical Behaviors, Metrics, Methods, and Timing for Evaluation Critical Behavior Metric(s) Method(s) Timing Students access (seek out) information about the program through inquiry forms. Number of emails, phone calls, and hits on the inquiry form website requesting information about the program. All staff that participate in the recruitment process will tabulate and compile the times that potential students request information. Semesterly report Students reach out for help regarding applications to admissions officers, career counselors, etc. Number of times students reach out to the admissions office and counselors asking for help, including how many times for each student. All staff that participate in the recruitment process will tabulate and compile the times that students ask for help with application materials. Semesterly report 146 Students send applications. Number of applications sent in. Admissions office will tabulate the number of applications sent in to the Center. Semesterly report Students stay and complete the program. Number of students who complete the program. Faculty and director will tabulate the number of students who complete the requirements of the program. Yearly Required drivers Kirkpatrick and Kirkpatrick (2016) describe required drivers as processes and systems that reinforce, monitor, encourage and reward the performance of critical behaviors, which are essential in accomplishing the desired application of what is learned during training. Required drivers are the skills that are needed to apply and then complete the program. The success of reinforcing the skills and knowledge learned before and during the program through the support of the organization will result in successful application when the students apply and complete the program. Monitoring and commitment to execute what was learned is the essential indicator of a program’s success for the learner (Kirkpatrick & Kirkpatrick, 2016). Table 47 shows the required drivers to support critical behaviors. Table 47 Required Drivers to Support Critical Behaviors Method(s) Timing Critical Behaviors Supported 1, 2, 3 Etc. Reinforcing Provide social media posts/website explaining how, when, and where to seek help regarding applying to the program. Ongoing 1, 2, 3 147 Provide social media posts with basic information about the program. Ongoing 1, 2, 3 Provide sections in course syllabi reinforcing the value of completing the program. Every semester 4 Encouraging Provide potential students with the opportunity to meet current/former successful students. Ongoing 1, 2, 3 Provide current students with a mentor such as a teacher or current student. Ongoing 4 Have faculty include encouragement as a regular part of feedback in class. Ongoing 4 Rewarding Send out congratulations letters/emails that students can share through social media. After acceptance to the Center 1, 2, 3 Celebrate level completion and program completion with ceremonies or parties. End of each semester 4 Monitoring Identify incomplete applications and reach out to the students. Ongoing 1, 2, 3 Monitor student grades and ask advisors to follow up with students who are failing. Ongoing 4 Organizational support The Center leaders, faculty, and advising staff will play an essential role in supporting students and helping them execute their critical behaviors. Leadership and staff will need to participate actively and engage in the application and registration process. The Center leaders will need to work with teachers and counselors to develop an effective registration and 148 application schedule that aids the application process. The Center will need to provide policies for faculty that align with the Center goals of student achievement and retention. Lastly, Center leaders will need to create and establish a plan which brings the organization close to the stated mission and creates alignment with organizational goals. Level 2: Learning Kirkpatrick and Kirkpatrick (2016) state that learning is, at its core, a process that allows the learner to better perform in their job and give back to the organization. Level 2: Learning consists of five components including knowledge, skills, attitude, confidence, and commitment. The next section lists the learning goals for students based on the recommendations previously made in this Chapter. Learning goals The learning objectives listed are recommended solutions based on the KMO needs identified at the end of Chapter Four. Upon completion of the recommended solutions, the (potential) students will be able to do the following: 1. Apply the steps in the application process. 2. Explain one or two ways to reach out for help to complete the application process. 3. Value reaching out for help to complete the application process. 4. Describe the requirements to complete the program. 5. Apply the steps to complete the program 6. Value staying and completing the program. 7. Reach out for help when needed. 8. Value reaching out for help when needed to complete the program. 149 Program The following program is recommended to achieve the eight learning objectives listed above that address knowledge and motivation needs and the organizational improvements identified in Chapter Four. The program is divided into two parts, prior to enrolling and after enrolling in the Center For the first part, it is recommended that the Center create a comprehensive application and registration website for potential students. The website should be situated on the Center’s central website. The website will have clear and complete instructions for the application process. The instructions will be provided visually with short step-by-step videos that show potential students how to complete the application process and let them practice with feedback. It is also recommended that a chat function be added to the website to allow students to receive help from advisors as they work through the application process. The website will also have clear pathways for students to reach out and receive help via email, inquiry form, chat, and telephone using visuals such as flow charts and concept maps. Student testimonials will also be included with former and current students encouraging and showing potential students models on how to move forward with the application by stating how they were able to complete the application with help from the Center. In effect, the website will consist of “lessons” with scaffolding, feedback, and encouragement that potential students can do asynchronously. The website should be put together in the same manner as one would put together a curriculum with clear outcomes and objectives. Links on regular social media posts and the university’s website will lead potential international students to the Center’s application instructional website. 150 For the second part, it is recommended that the Center create an orientation program that explains the process needed to complete the program. It should include the requirements and steps that need to be taken to complete the program while also allowing them to practice with feedback. The orientation should also emphasize the importance, value, and goals of reaching out for help to advisors, faculty, and Center leadership by showing them model examples. The orientation should be treated like a lesson, with knowledge checks, feedback, and clear objectives. To further reinforce these objectives, class syllabi should have a section dedicated to the same material and the material should also be posted on the LMS, bulletin boards, and regular social media posts. Evaluation of the components of learning Table 48 lists the methods and activities used to evaluate the declarative knowledge, procedural skills, attitude, confidence, and commitment of (potential) students participating in the application process and the orientation. Table 48 Evaluation of the Components of Learning for the Program. Method(s) or Activity(ies) Timing Declarative Knowledge “I know it.” Voluntary “no-stakes” checkpoints throughout the asynchronous videos to recall steps. During application videos Group activity where students discuss and list steps to program completion. During orientation Procedural Skills “I can do it right now.” Voluntary “no-stakes” checkpoint throughout the asynchronous videos with a link to ways to reach out for help with the application. During application videos Quick Q and A session during orientation asking students to explain how to reach out for help during the semester. During orientation Attitude “I believe this is worthwhile.” 151 Likert scale with a few simple items about the value of the instructional website At the end of the application process Discussion about the value of completing the Center program During orientation Confidence “I think I can do it on the job.” Checkpoints during the asynchronous videos asking if the potential student feels confident about continuing. During application videos Likert scale survey completed by students at the end of the orientation End of orientation Commitment “I will do it on the job.” Voluntary “no-stakes” checkpoints throughout the asynchronous videos reminding potential students to gather necessary materials for the application. During application videos Students create a goal to answer the question, “What do you want to do after completing the program?” End of orientation Level 1: Reaction Kirkpatrick and Kirkpatrick (2016) consider Level 1: Reaction as the extent to which program participants find the training session to be satisfactory, engaging, and helpful to their situation. The goal of the Level 1 is to effectively establish if the training program, instructor, and training media were effective or not (Kirkpatrick & Kirkpatrick, 2016). Table 49 indicates the methods that will be used to determine whether the students find their training program satisfactory, engaging, and helpful. Table 49 Components to Measure Reactions to the Program Method(s) or Tool(s) Timing Engagement Number of views of the application instruction videos. Ongoing throughout the application season Active student interaction in orientation. During orientation Relevance Simple survey at end of application process 152 Monitored small group discussions during orientation During orientation Customer Satisfaction Small survey at the end of the application process. End of the application process Observations during orientation. During orientation Survey at end of orientation. End of orientation Evaluation Tools Kirkpatrick and Kirkpatrick (2016) recommend using a two-part evaluation methodology to gather important data about the effectiveness of training. This dual approach includes using immediate and delayed evaluation tools to assess training effectiveness (Kirkpatrick & Kirkpatrick, 2016). The purpose of immediate evaluation tools is to evaluate Levels 1 and 2 at the end of training to measure outcomes. Immediately following the program implementation. For the application process website and the orientation in this study, two immediate evaluation tools have been created to evaluate Level 1 (engagement, relevance, and customer satisfaction) and Level 2 (declarative knowledge, procedural skills, attitude, confidence, and commitment) based on the students' experience. The immediate evaluation tool will utilize Google Forms with survey questions for Level 1 and knowledge questions for Level 2 (see Appendices F and G). Delayed for a period after the program implementation. Kirkpatrick and Kirkpatrick (2016) also propose evaluating the impact of the program after a period of time has passed since the program’s implementation. Delaying the evaluation permits participants to reflect on the program’s impact and provides time for program participants to apply what they have learned. In regards to the orientation program, the delayed evaluation will be sent out six weeks after the conclusion of the program. 153 The evaluation after a delayed period of time addresses Level 1 (reaction), Level 2 (learning), Level 3 (behavior), and Level 4 (results and leading indicators) outcomes (Kirkpatrick & Kirkpatrick, 2016). The items that comprise the evaluation will gather feedback from participants about the effectiveness of the program. The proposed evaluation tool that will be used six weeks after the program’s implementation can be found in Appendix H. Data Analysis and Reporting An analysis of the findings will be presented to the Center director, advisors, leadership team and recruiting team. Findings will include the results from the immediate and delayed evaluations. The finding will allow the director to communicate the effectiveness of the application website and orientation program to the staff and faculty, evaluate the program's effectiveness, and make the necessary adjustments for future orientations and application websites. Recruitment and enrollment goals and the progress towards them will be posted on a digital dashboard and used to show the website’s and orientation’s effectiveness after both immediate and delayed survey items have been collected and analyzed. Figure 3 Sample Digital Dashboard Progress Check #1 Progress Check #2 Progress Check #3 154 Number of students who apply to the Center. Percentage of students who enroll in the Center. Percentage of students who successfully complete the program. Summary of the Implementation and Evaluation Kirkpatrick’s and Kirkpatrick’s (2016) The New World Kirkpatrick Model was utilized to plan the implementation and evaluation of the international student application website and orientation incoming effectiveness. The website and orientation are intended to provide the students with the knowledge and skills, motivation, and organizational tools necessary to apply to and then complete the Center’s ESL program. The four levels of the Kirkpatrick and Kirkpatrick (2016) foundation of training evaluation will be used to maximize student learning behavior, and subsequently lead to an increase in applications and enrollment at the Center. The New World Kirkpatrick Model was used to aid in the planning of the orientation and the application website to identify critical outcomes. Each of the four-levels in the model has in place measures to determine if the application website and orientation program are achieving their goals. In other words, do the international students find the website and orientation favorable, engaging, and relevant to their academic goals (Level 1), do the international students acquire the necessary knowledge, skills, attitude, confidence, and commitment based on their using the website or participating in the orientation (Level 2), do the students apply what they learned to the application process and completion of the program (Level 3), and do the students successfully apply to and complete the Center’s program as a result of the website and orientation (Level 4). Limitations and Delimitations 155 The limitations and delimitations of this study focus on the knowledge, motivation, and organizations needs and assets associated with the number of students applying to and completing the program at the Center. The study focused on data obtained from a survey and a focus group. Although the focus group and survey questions were vetted by the director and faculty, there is the possibility that students did not accurately understand the questions. There were limitations to the study. For example, while the number of survey participants was 30, the size of the focus group was four, or just 17.25% of the total number of students who received the invitation to the study. Therefore, limits of the study are related to the constrained generalizability of the results due to a small and voluntary sampling of international students at one institution (Creswell, 2014). It should also be mentioned that focus groups in and of themselves have certain limitations such as the focus group not being an accurate representation of the population in the study. Another shortcoming of the study that needs to be mentioned is the composition of the participants. All participants in this study are students in the Center, meaning that all of them found a way to successfully apply to the Center. This begs the question then of the potential students that did not complete the application process and the reasons for not completing the process. Additionally, the context of the study involves several stakeholders: the students, the director, the recruiters, and the advisors. However, in order to remain a feasible study, only one stakeholder was selected. This stakeholder is the students, as they are ultimately the ones who decide to apply, enroll, and complete the program. It does also need to be noted that the effects of the Covid-19 pandemic probably played a role in data collection that may have adversely affected the data. Finally, although data-driven methodologies were utilized, the study is not 156 necessarily free from the researcher’s personal bias especially in terms of literature selection and data collection through the focus group. Recommendations for Future Research Recommendations for future research on this topic should initially focus on data collection from other stakeholders of the Center, possibly including the faculty, the advisors, and the admissions office. A more comprehensive and complete gap analysis would be possible if the research expanded to the remaining stakeholders. Another recommendation for future research should include a larger sampling of international students in other universities to increase generalizability of the results from this study. Expanding the sample size for future surveys and focus groups will enrich analysis and the collection of data to reflect the larger topic of international student recruitment and retention. Therefore, potentially expanding the study to incorporate multiple and various institutions within the United States can be one way to increase the generalizability. It would also allow the consumers of this type of research to have a better understanding of common themes that may emerge from these studies. Conclusion In 2020, the Midwest English Center at a large public university in the Midwest established the goal that by the end of 2021, it will increase enrollment by 20%. This goal includes aspects such as the review and revision of recruitment practices, the international student application process, and the retention of international students. This study examined the knowledge, motivation, and organizational needs and assets of the Center’s ESL program to increase applications and enrollment at the Center. The utilization 157 of the Clark and Estes’ (2008) framework to perform a gap analysis produced the survey and focus group data in this study. The data revealed the knowledge, motivation, and organizational assets and needs at the Center. 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English language school H. AEC website I. Facebook J. Instagram K. Twitter L. WeChat M. Your university N. International student fairs O. KU Webinar P. High school advisor/teacher What do you need to do to pass to the next level of AEC? ______ A. Grade of “C” or higher* 169 B. Do all homework C. Try your best D. Good attendance E. Both A and B What do you need to do to complete the AEC program? A. Pass level 5* B. Perfect attendance C. Pay tuition D. Make a wish Declarative conceptual When contacting KU or AEC for help with your application, which of the following can they advise you on? A. improving your GPA B. translating your transcripts C. applying for you I-20 visa D. your study habits E. All of the above* What is NOT needed to apply to AEC at KU? A. passport copy B. application fee C. transcripts D. bank statement E. online application form F. visitors visa* How many levels are there in the AEC intensive English Program? A. 4 B. 5* C. 6 170 D. 7 On a scale of 1-7 where 1 is least and 7 highest, rate the importance of studying English to completion of your academic goals. Procedural The term has begun and you do not feel comfortable in the class, who should you reach out to for help? (academic) Check all that apply. A. Your teachers* B. Administration/staff* C. Friends D. Classmate E. Agent F. AEC advisors* G. Advisor from home country You are having a personal problem with your living situation, who should you reach out to for help? (cultural) Check all that apply. A. Your teachers* B. Administration/staff* C. Friends D. Classmate E. Agent F. AEC advisor* G. Advisor from home country How would you make an appointment with an advisor? A. On the end of semester survey form B. Go to KU Memorial Union building C. Contact the AEC staff* D. Ask your teacher to do it 171 The semester is almost over, how do you ensure that you will be enrolled in class next semester? Check all that apply. A. Pay your tuition B. Tell your teacher C. Complete and submit the end of semester survey form* D. Maintain your visa requirements* E. Tell your advisor In your opinion, what is the most useful advice you would give someone learning a language? A. Practice as much as possible B. Avoid speaking your native language C. Study every day D. Read books in that language Metacognitive If you are having trouble seeking help from AEC, what do you think is the reason? A. I don’t have the skills B. AEC doesn’t have enough people to help C. I’m not motivated enough D. Other Of the following, which are reflective skills in language learning? A. Thinking about the mistakes you made in class afterwards* B. Studying with classmates C. Doing your homework D. Asking your teacher a question 172 Survey Items - Motivation Value On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● Seeking help from advisors is important for me during the application process. On a scale of 1-7 where 1 is least and 7 highest rate the following sentences: ● Completing my AEC program is valuable to my career and academic goals. ● It is financially beneficial to complete my AEC program. Self-efficacy On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: Using the scale below, how confident are you in accomplishing the following tasks right now: ● get help from advisors in English. ● registering for class ● contacting an advisor ● learning English Rate your degree of confidence on a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● I have enough ability to complete my AEC program. Mood On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● I feel good about reaching out for help from an advisor. On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● I am excited when I complete a level at AEC. Attribution On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● Reaching out to my advisor is within my control. On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● Staying and completing the program is due to my own efforts. 173 Goal orientation On a scale of 1-7 where 1 is least and 7 highest rate the following sentence: ● I use the feedback from my instructors to improve my ability. Survey Items - Organization Resources On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC has enough advisors to provide help when I need it. ● AEC provides enough information to help me enroll. ● It was easy for me to get information on the programs AEC offers. ● I received a timely response from AEC. ● The application instructions are difficult. ● An agent in my home country helped me complete the application. On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC provides enough housing for the students. ● AEC provides enough tutoring for the students. Policies, Processes, & Procedures On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC supports the advisors. ● AEC supports the recruiters. On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC helps me as a student to achieve program completion. Culture setting On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC has a culture of support in the application process. On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC has a class schedule that helps my studies. 174 Demographic items What country are you from? How old are you? Are you an undergraduate, graduate, or other student? What is your desired major? Have you applied to the school yet? Why are you studying English? ● AEC has enough classrooms for classes. Cultural model On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC has a culture that encourages students to ask for help. On a scale of 1-7 where 1 is least and 7 highest agreement with, rate the following sentences: ● AEC has a culture that is committed to helping students complete the program. 175 Appendix B: Focus group protocol Introduction Hi Everyone. How are you today? (Pause for answer). As you know I’m here to moderate this focus group but let me further explain what will happen today. If you have any questions please feel free to ask. I am here today as a researcher doing a study for my doctoral dissertation in the Rossier School of Education at USC. I am interested in studying the unique challenges international students encounter and the ways in which they overcome those challenges. As an international student you can of course, provide your expertise to the study. Of course everything that is discussed today will be kept in strict confidentiality. That being said, in order to accurately understand your perspective I will be taking notes from time to time and if I have your permission I’d like to record our conversation. Do you mind if I record this? Recordings will be destroyed after the dissertation is completed. (Pause for answer). Also, if at any time you feel uncomfortable you do not have to answer the question and you are also free to opt out of the focus group at any time. I expect this interview to last somewhere between 30 minutes to 1 hour. Do you have any questions? (Pause) Are you ready to begin? (Pause) Great, then let’s get started. Focus Group Items Declarative factual How did you learn of the requirements to pass courses at AEC? Declarative conceptual Did you receive help completing the application? Was the application difficult? Timely response from AEC? 176 Were the application instructions difficult? How often do you study English? Procedural What is the process for registering for a new class? If your friend wanted to learn English, what advice would you have for them? Metacognitive How do you reflect on your English learning? Value Tell me why studying at SEC is important for your future goals. Self-efficacy Do you think you will complete the AEC program? Why or why not? Resources Do you think AEC provides you with enough resources to succeed? Explain Cultural model Tell me about the culture at AEC. 177 Appendix C: Information Sheet Survey University of Southern California Rossier School of Education 3470 Trousdale Pkwy, Los Angeles CA, 90089 INFORMATION SHEET FOR EXEMPT RESEARCH STUDY TITLE: International Student Recruitment at a Public University in the Midwest: A Gap Analysis PRINCIPAL INVESTIGATOR: Scott Peters FACULTY ADVISOR: Kenneth Yates Ed.D. You are invited to participate in a research study. Your participation is voluntary. This document explains information about this study. You should ask questions about anything that is unclear to you. PURPOSE The purpose of this study is to examine the factors that international students consider when choosing an institute of higher learning. Then to understand what factors encourage international students to stay at the institute. We hope to learn the knowledge, motivational, and organizational factors that would help the University of Kansas increase the number of international students enrolled there. You are invited as a possible participant because you were/are an international student at the University of Kansas AEC (Applied English Center). PARTICIPANT INVOLVEMENT If you volunteer to participate, you will be asked to complete a survey to identify the knowledge, motivation, and organizational aspects of AEC. The survey can be completed online and participants will be reminded to take it via email once per week over the span of four weeks, if needed. If you decide to take part, the survey will take approximately 20 minutes. PAYMENT/COMPENSATION FOR PARTICIPATION You will not be compensated for your participation. CONFIDENTIALITY 178 The members of the research team and the University of Southern California Institutional Review Board (IRB) may access the data. The IRB reviews and monitors research studies to protect the rights and welfare of research subjects. When the results of the research are published or discussed in conferences, no identifiable information will be used. Various provisions will be implemented in order to keep information confidential. All data will be kept on a password protected computer with updated anti-virus software for the duration of the study. Participants will also not be approached in a setting that may result in a breach of privacy. Data will be classified. When data analysis has been completed, the data will be erased or deleted. At the conclusion of the study, written research data will be retained for study record keeping purposes per institutional policy. INVESTIGATOR CONTACT INFORMATION If you have any questions about this study, please contact: Principal investigator: Scott Peters scottpet@usc.edu Faculty advisor: Kenneth Yates Ed.D. kennetay@usc.edu IRB CONTACT INFORMATION If you have any questions about your rights as a research participant, please contact the University of Southern California Institutional Review Board at (323) 442-0114 or email irb@usc.edu. 179 Appendix D: Information Sheet Focus Group University of Southern California Rossier School of Education 3470 Trousdale Pkwy, Los Angeles CA, 90089 INFORMATION SHEET FOR EXEMPT RESEARCH STUDY TITLE: International Student Recruitment at a Public University in the Midwest: A Gap Analysis PRINCIPAL INVESTIGATOR: Scott Peters FACULTY ADVISOR: Kenneth Yates Ed.D. You are invited to participate in a research study. Your participation is voluntary. This document explains information about this study. You should ask questions about anything that is unclear to you. PURPOSE The purpose of this study is to examine the factors that international students consider when choosing an institute of higher learning. Then to understand what factors encourage international students to stay at the institute. We hope to learn the knowledge, motivational, and organizational factors that would help the University of Kansas increase the number of international students enrolled there. You are invited as a possible participant because you were/are an international student at KU AEC (Applied English Center). PARTICIPANT INVOLVEMENT If you decide to take part, you will be asked to participate in a focus group that takes approximately 45 minutes. Your participation in the focus group is completely voluntary and information collected is solely for the dissertation process. Your participation will in no way negatively affect your grades or progress in AEC. Audio and video recording will be utilized during the focus group to accurately and comprehensively capture all information. You may choose to stop participating in the focus group at any time. PAYMENT/COMPENSATION FOR PARTICIPATION 180 You will not be compensated for your participation. CONFIDENTIALITY The members of the research team and the University of Southern California Institutional Review Board (IRB) may access the data. The IRB reviews and monitors research studies to protect the rights and welfare of research subjects. When the results of the research are published or discussed in conferences, no identifiable information will be used. Various provisions will be implemented in order to keep information confidential. All data will be kept on a password protected computer with updated anti-virus software for the duration of the study. All audio and video recordings from the focus groups will be transcribed by Zoom and access will be limited to the primary investigator. Participants may review the recordings and transcripts for accuracy. Participants will also not be approached in a setting that may result in a breach of privacy. Data and participants will be classified and organized by code or pseudonym. When data analysis has been completed, the recording of the interview will be erased or deleted. Due to the nature of focus groups, your confidentiality cannot be guaranteed. However, in order to maintain the confidentiality of the group, you are asked not to discuss the content of the group with anyone not in the group, or to discuss who participated in the focus group and your name and likeness will be de-identified. At the conclusion of the study, written research data will be retained for study record keeping purposes per institutional policy. INVESTIGATOR CONTACT INFORMATION If you have any questions about this study, please contact: Principal investigator: Scott Peters scottpet@usc.edu Faculty advisor: Kenneth Yates Ed.D. kennetay@usc.edu IRB CONTACT INFORMATION If you have any questions about your rights as a research participant, please contact the University of Southern California Institutional Review Board at (323) 442-0114 or email irb@usc.edu. 181 Appendix E: Recruitment Letter *On behalf of Kenneth Yates Ed.D at the Rossier School of Education at USC and his student Scott Peters Subject: Voluntary Participation in Dissertation Study: Understanding International Student Enrollment Dear Student, On behalf of the Rossier School of Education of the University of Southern California, I am writing to tell you about an opportunity to participate in a voluntary research study regarding why international students choose to enroll and study at the University of Kansas AEC (Applied English Center). This study is a component of the doctoral dissertation of USC student Scott Peters under my supervision as a faculty member at USC Rossier. As current or former international students at AEC, I am inviting you to participate in this voluntary study to learn more about international student enrollment at AEC and to increase enrollment at AEC. If you volunteer, you will be asked to complete a Qualtrics survey that will take about 20 minutes to complete. Additionally, you may be asked to voluntarily participate in a focus group in class that will take about 30 to 45 minutes. Both the survey and interview are confidential. All results will be de-identified and confidential. If you have any questions about the study, please contact the principal investigator, Scott Peters, at scottpet@usc.edu or 480-352-1936. You may also contact me at: kenneth.yates@usc.edu. If you would like to participate now, please download and read the attached Information Sheet and click on this Qualtrics link to begin the survey: https://usc.ca1.qualtrics.com/?surveyId=SV_eboX1vHiFyGBot7#/surveys/SV_eboX1vHiFyGBo t7/containers/5f062a75895de50011ee8ff6/pages/Page_c73a1aa7-2d5b-4286-b9e2-cdffa7cebba6 Thank you for your time and consideration. Sincerely, Kenneth Yates 182 Professor of Clinical Education at the USC Rossier School of Education 183 Appendix F: Immediate Evaluation Tool (Application Website) Immediate Evaluation Tool (Levels 1 and 2) Please use the following rating scale to circle the number that best correlates with how you feel about each statement. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree Please answer the question to the best of your ability regarding the information presented in the seminar. Choose the appropriate answer. The website videos held my interest (L1-Engagement) 1 2 3 4 5 The information on the website is useful to help me apply to the Center (L1-Relevance) 1 2 3 4 5 I was satisfied with the videos (L1-Customer Service) 1 2 3 4 5 1. The goal of the application website is (L2) a. A website that measures your English ability. b. A website that prepares you to complete the program. c. A website that helps you apply to the Center. * d. A website that asks for your GPA. 2. What is one way to ask for help with your application? (L2) a. Ask your parent b. Ask a friend c. Chat on the website* 184 Appendix G: Immediate Evaluation Tool (Orientation) Immediate Evaluation Tool (Levels 1 and 2) Please use the following rating scale to circle the number that best correlates with how you feel about each statement. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree Please answer the question to the best of your ability regarding the information presented in the seminar. Choose the appropriate answer. The orientation held my interest (L1-Engagement) 1 2 3 4 5 The information in the orientation is useful to help me complete the program at the Center (L1- Relevance) 1 2 3 4 5 I was satisfied with the orientation (L1-Customer Service) 1 2 3 4 5 What I learned in the seminar will help me graduate high school (L1-Attitude) 1 2 3 4 5 I am confident I can apply what I learned from this seminar to registering for classes (L1-Self Efficacy) 1 2 3 4 5 I feel positive about registering for classes as a result of the seminar (L1-Emotion) 1 2 3 4 5 1. The goal of the orientation is (L2) a. A program that measures your English ability. b. A program that prepares you to complete the program.* 185 c. A program that helps you apply to the Center. d. A program that asks for your GPA. 2. What is one way to ask for help during the semester? (L2) a. Ask your parent b. Ask a friend c. Talk with an advisor* 3. Where can you find the information to complete an A-G course compliance schedule? (circle all that apply) (L2) a. School Bulletin Board. * b. Teacher Classrooms. * c. School Website. * d. Counselors Office. * 186 Appendix H: Delayed Evaluation Tool (Levels 1, 2, 3, and 4) Please use the following rating scale to circle the number that best correlates with how you feel about each statement regarding the A-G registration seminar two months ago. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree I applied what I learned at the orientation to help me this semester (L1, L2, L3) 1 2 3 4 5 Looking back the orientation was a good use of my time (L1) 1 2 3 4 5 I am still confident in what I learned in the orientation with regard to reaching out for help (L1, L2) 1 2 3 4 5 I still feel positive about what I learned in the orientation (L1) 1 2 3 4 5 The orientation had a positive impact on my ability to complete classes (L1, L2, L4) 1 2 3 4 5 Please answer the question to the best of your ability regarding the information presented in the seminar. Circle the appropriate answer. 1. The goal of the orientation program is (L2) a. A program that prepares you to find an apartment. b. A program that prepares you to graduate quickly. c. A program that provides help in completing the requirements of the program. * d. A program that measures English. 2. What is the minimum passing grade for classes? (L2) a. A 187 b. B c. C * d. D 3. Where can you reach out for help to complete the Center program? (circle all that apply) (L2) a. School Bulletin Board. * b. Teachers. * c. School Social Media. * d. Advisors. *

Abstract (if available)

Abstract Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around international student enrollment and retention to the Midwest English Center (the Center) at a large Midwestern public university. The purpose of this study was to identify the knowledge and skills, motivation, and organization challenges that contribute to the Center’s gap in accomplishing its organizational goal. The Center’s goal is to (a) prepare their students linguistically, academically, and culturally for university life

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Asset Metadata

Creator Peters, Scott (author)

Core Title International student recruitment at a public university in the Midwest: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/12/2021

Defense Date 02/24/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag enrollment,international students,mobility,OAI-PMH Harvest,retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Kolberg, Todd (committee member), Tobey, Patricia (committee member)

Creator Email scottpet@usc.edu,scottpeterssensei@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-426638

Unique identifier UC11667436

Identifier etd-PetersScot-9313.pdf (filename),usctheses-c89-426638 (legacy record id)

Legacy Identifier etd-PetersScot-9313.pdf

Dmrecord 426638

Document Type Dissertation

Rights Peters, Scott

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA