Reinventing International Education for the 21 st Century and Beyond Andreea M. Serban, Ph.D Vice...

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Reinventing International Education for the 21st Century

and BeyondAndreea M. Serban, Ph.D

Vice Chancellor, Educational Services & TechnologyCoast Community College District

President, California Colleges for International Education

[email protected]

Rosalind Latiner Raby, Ph.D.Director, California Colleges for International

Education (CCIE)[email protected]

www.ccieworld.comLeague for Innovation Conference March 4, 2014

mailto:[email protected]


http://www.ccieworld.com/

Today’s Presentation

• International Student Programs – what are key components and strategies for success?

• Internationalization – what is it and how it gets done?

• Study Abroad – what differences does it make?

• Bringing it all together – holistic, comprehensive institution-wide, sustainable internationalization

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California Colleges for International Education

• Established in 1985, California Colleges for International Education (CCIE) is a non-profit, educational consortium of 84 of the 112 California Community Colleges.

• CCIE is dedicated to the ideal of increasing international understanding through education. The goals of the association are to: – encourage development of an international perspective in

community college classrooms;– increase awareness of and encouragement in international

development through technical education; – promote opportunities for sharing of international/intercultural

expertise; – form liaisons between national organizations and consortia

involved in international and intercultural education activities; – provide an international and intercultural education resource

body to the State Chancellor's Office of the California Community Colleges.

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National & State Support

• AACC and ACCT 2006 Joint Statement – “We live in a time of continuous economic

and social change driven by increasing globalization.”

• AACC Reclaiming the American Dream – 2012– “It is important that college graduates,

whatever their location, be not just globally competitive but also globally competent, understanding their roles as citizens and workers in an international context.”

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Elements for Change• Innovation

– Need for visionary leadership to transform communities• Embrace non-traditional educational pathways that

offer intensive learning experiences that provide transformative learning

• Adaptability– Respond to globalization, internationalization, and change

• Comprehensive Internationalization– Integration as a foundation for educational change

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FUNDING• Past arguments focus on how to find

funding• Need to fundamentally redesign to see

internationalization as a societal investment• The choice is to make a choice• Philosophy of open access is placed at risk if

four-year college students have access to international literacy but community college students do not

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Myths & Facts • MYTH: International education is not pertinent to

community college student needsFACT: International literacy provides the necessary building blocks for comprehending issues of local, national and international importance and provides skills that allow students to become employable for a job market whose context is constantly changing.

• MYTH: Local communities do not support internationalizationFACT: Many local communities already are connected to internationalization through family, friends and business. Support already exists through student and community programs.

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Myths & Facts • MYTH: International Students take away seats from

domestic students, who are often under-represented domestic students FACT: Revenue pays for faculty salary, college materials, college equipment, and college services– Enrollment of international students is on top of local enrollment

caps. That means there will be a maximum number of domestic students regardless of the number of international students brought in.

– Cost: $ 50,000 (minimum)• Salary for those working for international admissions, academic counseling, immigration

advising, recruitment/marketing, SEVIS federal regulation (salary, benefits)

– Cost Benefit: • Tuition gain for 15 international students is about $ 75,000 & taxes to local community are $

444,000• Tuition gain for 50 international students is about $ 214,970• About 30 international student will generate the revenue equivalent the compensation of

one full-time faculty position• 200 international students: tuition gain is $ 1.2 million• Note – revenue above does not include additional revenue to bookstore, parking, and food

services.• Additional faculty open new classes in which most students are domestic. Certain

departments and programs depend on international student enrollment which ensures that classes are kept open and, hence, benefit domestic students. In many cases, the tuition from 3 international students will be enough to open a section which then allows another 20+ domestic students access to the class.

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International Students Numbers• CCIE 2014 Survey of 86 California community colleges

– 56% of colleges have less than 1% of their students as internationals

– 20% of colleges have 1% - 1.9% of their students as internationals

– 15% of colleges have more than 4% of their students as internationals

• Nationwide: Many smaller colleges have larger percentages of international students than larger colleges

• Nationwide: Most all colleges can significantly increase their international student population

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IIE Open Doors: International Students

• 2012-2013: 74,334 (nationally)• Top 10 colleges

– Houston (TX): 5,333; Santa Monica (CA): 3,471; DeAnza (CA): 2,728; Lone Star (TX): 2,112; Northern Virginia (VA): 1,901; Seattle Central (WA): 1,718; Diablo Valley (CA): 1,663; Montgomery (MD): 1,627; Miami-Dade (FL): 1,579; San Francisco (CA): 1,559

• Ranks 11 – 25– Green River (WA): 1,559; Santa Barbara (CA): 1,496; Foothill

(CA): 1,483; Edmonds (WA): 1,266; Richland (TX): 1,193; Nassau (NY): 1,150; Borough of Manhattan (NY): 1,145; Pasadena (CA): 1,142; Bellevue (WA): 1,050; Bunker Hill (MA): 842; El Camino (CA): 820; North Seattle (WA): 817; Peralta (CA): 772; Portland (OR): 760; Shoreline (WA): 752

– California remains the leading host state with 77,987 international students. 13 of the top 40 enrollments are at California Community Colleges 10

International Student Programs Key Components

• Strategies for Marketing and International Student Recruitment

• Guaranteed Transfer and Partnership Agreements with U.S. and Foreign Colleges and Universities

• Instructional and Student Services Support• Internal Funding Model

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International Student Program Issues

• Recruitment & Marketing without a budget– Increased competition from other

community colleges nationally who ARE giving funding

• Student Support with limited staff– Limited counselors; advisors; immigration

specialists• Students not getting classes and

going home for being out-of-compliance 12

International Student ProgramMarketing and Recruitment

Strategies• Marketing and advertising with multiple

publications and agencies - both print and on-line advertisement.

• On-going visits and in-person presentations & outreach to local language schools.

• Promotional materials to various partners and agencies abroad.

• Partnership agreements with international recruiters.

• Participation in overseas recruitment fairs and expos.

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International Recruiters/Agents– Paying international recruiters based on how many

international students they deliver– Federal law bars the use of commissions in recruiting U.S.

students– National Association for College Admission Counseling

(NACAC) voted in November 2013 to permit international recruiters

• Section I.A.3 stipulates that member institutions will “not offer or accept any reward or remuneration from a secondary school, college, university, agency or organization for placement or recruitment of students in the United States. Members who choose to use incentive-based agents when recruiting students outside the U.S. will ensure accountability, transparency and integrity.”

• The new policy will take effect in November 2014.

• NACAC is developing requirements for transparency, accountability and integrity to streamline process and avoid unethical behaviors – 1/5 of four-year institutions currently use commissioned agents

• Increasing professionalization of agency organizations

– Several countries have passed the International Students Bill of Rights• International Students have the right to promised services and protection of their own

interests

– Questions of cost-efficiency – $ 30,000 (tuition gain from 3-5 students) - can allow 1 well-trained staff to attend one

3-week trip to Asia (fairs, school & government agency visits, alumni events, shipping & travel). Meet with locals, and U.S. State Department education advisors cements long-term relations.

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International Recruiters Advantage• Non-rich students have limited access to college information. • Agencies are cost-effective for colleges that have few employees.• Being engaged in several markets is daunting from a resource

perspective.• Traditional recruitment requires up-front investment in staff time and

travel, with little or no guarantee of return; lead time for success is significant; results are unpredictable.

• Paying a fee derived from the tuition a student pays upon enrollment shifts the uncertainty of investing in an up-front cost.

• Agencies can focus in on countries & majors to help with college plans.

• Agencies who speak the language and know the culture can reach out to students and help them decipher complex admissions & testing policies.

• Agencies with network of offices have a wide reach, and in cultures where a personal touch is needed, provide efficient and ethical contacts.

• Top agents have been in business for 20+years. 15

International Student ProgramAdmissions and Transfer Strategies• CCCD has a dual admission program in

which students admitted to any of its three colleges are guaranteed admission at the same time to one of ten four-year universities, if they meet the academic requirements. These universities are located throughout the country, including California, Iowa, New Jersey, Michigan, and Florida

• Multiple international transfer guarantee agreements with many U.S. four-year colleges and universities 16

International Student ProgramPartnerships with Foreign Colleges and

Universities and Special Programs• Partnership agreements for 1+2 and 2+2 programs• Special programs, i.e. Saudi Arabia scholarship program –

2013 first year to include selected community colleges on the approved list of US higher education institutions

• Understanding challenges and opportunities in specific countries– China – significant invest from the Chinese government

which provides an amount of money annually to many higher education institutions to have a number of their faculty travel and be trained abroad and to students to study abroad for short periods

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International Student ProgramInstructional and Student Support Services

• Dedicated International Student Program Office appropriately staffed

• Orientation• Challenges of advanced placement testing using college

placement tests; limitations from test publishers• International student clubs• Housing• Partnerships with the local community• Opportunities for internships while enrolled and post-

graduation study and training• Establish eligibility to issue both F1 and J1 visas

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International Student ProgramFunding Models

• Internal funding of international student programs must ensure long-term commitment and support

• Economies of scale• Building predictable incoming cohorts of

international students

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International Student ProgramSteps for Success

• Conduct an assessment of existing internal capacity

• Set a target/goal regarding number of international students per year and country representation

• Develop a plan for the international student program– Timeline to build infrastructure– Dedicated staffing– Recruitment and support services strategies– Funding

• Targeting markets– Main market– Peripheral markets

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International Student ProgramSteps for Success

• Determine goals for recruitment strategies (e.g., 10 new international students in year one from X activities) and benchmarking

• Provide arrival support services for international students (e.g., transportation from airport, housing arrangements, banking)

• Recruitment strategies (can you budget for oversees travel and what kind of travel)

• Institution-wide buy-in and leverage all resources (language specialists, faculty)

• Build legacy – success takes time and long-term commitment

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CCIE Annual Survey: 2014

Sep

ara

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iss.

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Imm

igra

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Non

-cam

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Cam

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i...0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

64.3%

92.9%

71.4%

78.6%

46.4%

28.6%

53.6%

46.4%

Services provided to international students:

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Need

mor

e in

stitu

tiona

l sup

port

Need

mor

e bu

dget

for m

arke

ting

Need

mor

e bu

dget

for s

ite-v

isits

Need

mor

e bu

dget

for o

ther

Need

mor

e st

aff

Wor

ld e

cono

mic re

cess

ion

Other

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Needs of International Student Directors/Coordinators

23

24


Stronger ESL/ESOL programs

Additional academic support without extra cost

More funding to programs

More staff/campus support

On campus housing/more housing options

Full time office staff

Website and recruiting; marketing

Other

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

What Colleges Can Do to Support International Student Offices

Comprehensive Internationalization

• Holistic Campus Connections– Campus committee– Faculty development– Domestic Student/International Students

Club– Campus-based activities (beyond IEW)– Alumni connections– Linking international programs to

completion success

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Education Abroad • No set revenue stream

– No line-item in college budget• Coordinators who work for “free” or limited release

time• Proliferation of “renegade” faculty• Limited Campus Office and Cross-Campus

Connections – Domain of singular faculty/administrator or

department

• Nationally, about 6,200 community college students study abroad of which 3,500 come from California– 16 of the top 20 colleges come from

California

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Student Profile: DiversityIt is not surprising that large numbers of under-represented and low-income community colleges students study abroad

IIE Open Doors - 2012: Race Community College %University % White/Caucasian 69% 83% Hispanic/Latino 13.1%5.4%Multiracial 9.1% 1.2%African-American 5.0% 3.5%Asian-American Pacific Islander 3.4%6.3%Native American/Alaskan Native 0.5%0.6%

Study Abroad Benefits• Growth in interpersonal skills & reduction

in cultural stereotypes– Short-term programs have growth in academic

knowledge– First Generation and Immigrant students re-learn their

own cultures and histories– All students have life-altering experiences

• Increased empathy toward and understanding of politics and social service, cultural development and global relationships

• Participation supports Community College Completion Agenda– Increased GPA upon return– Greater chance of transfer & graduation

and within shorter periods of time 28

CCIE SOAR PROJECT• Impact of California community college study abroad on

retention, transfer, and college completion. Special focus on impact for Hispanic Students.

• A set of 476,708 first-time college students who had the same characteristics and who showed a credit enrollment that was not concurrent with high school enrollment but did not have a record of an earned college-level degree or certificate were tracked from Fall 2004 to Fall 2009 in three-year sequences.

• Regression techniques compared the cohort on key outcomes such as year-to-year retention, curricular progression, completion of transfer level English and math, degree and certificate attainment, and transfer.

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89%

62%58% 56%

0%

20%

40%

60%

80%

100%

Unadjusted Regression Marginal Means

One Year Retention

Study Abroad non-Study Abroad

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72%

45%40% 36%

0%

20%

40%

60%

80%

100%


Two Year Retention


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77%

17%30%

15%

0%

20%

40%

60%

80%

100%


Transfer English Success in 3 Years


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47%

8%18%

6%0%

20%

40%

60%

80%

100%


Transfer Math Success in 3 Years


33

34

48.637.6

24.0 25.1

0.0

10.0

20.0

30.0

40.0

50.0

60.0


Mean Transferable Units Completed in 3 Years


2.882.422.27 2.25

0.000.501.00

1.502.002.50

3.003.50

4.00


Transferable GPA in 3 Years


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17%

4%5%

3%

0%

5%

10%

15%

20%


Completing Certificate or Degree (Award) in 3 Years


36

40%

12%14%8%

0%

10%

20%

30%

40%

50%


Transferring within 3 Years


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Hispanic Student Outcomes

93%

71%57% 64%

0%

20%

40%

60%

80%

100%

Hispanic Unadjusted Hispanic RegressionMarginal Means

One Year Retention


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82%

54%39% 44%

0%

20%

40%

60%

80%

100%


Two Year Retention


39


81%

35%24%

32%

0%

20%

40%

60%

80%

100%


Transfer English Success in 3 Years


40


42%

20%11% 17%

0%

20%

40%

60%

80%

100%


Transfer Math Success in 3 Years


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49.136.7

19.8 24.2

0.0

10.0

20.0

30.0

40.0

50.0

60.0


Mean Transferable Units Completed in 3 Years


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2.682.41

2.04 2.23

0.000.501.001.502.002.503.003.504.00


Transferable GPA in 3 Years


43


16%

8%4%

6%

0%

5%

10%

15%

20%


Completing Certificate or Degree (Award) in 3 Years


44


31%

17%9% 11%

0%

10%

20%

30%

40%

50%


Transferring within 3 Years


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Change Campus Community • Student Level

– Students believe they can study abroad– Blogged, Visible (people are using international literacy),

Expected (I’m the only one who is not going abroad)• Faculty Level

– Faculty and administrators express a knowledge of international education & College supports significant participation

• Administrative Level– Internationalization is mainstreamed into all administrative

activities– Integrated clear policies & procedure

• Executive Level– International Education represents value-added to education– Articulate observed benefits of international education– International education listed in all admissions materials and

promotion activities

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Visible On Your Campus • International Education Office

• That has full-time and professional staff• That is centrally located• That has consistent and sustained funding

• International Sub-Committees• Create for Academic Senate; Curriculum Committee;

Student Government, etc.• Included in Campus policy

• Mission• Annual Priority/Plans

• Included in Campus-sponsored activities• Acceptance, Counseling, Financial Aid Letters• Orientation • Pictures, Videos, Blogs on College Web site• Campus promotion activities 47

Leadership Change Model 1. Philosophical support

• College mission and other policies• Connection with other college programs • Institutionalize as part of overall college

experience• Understand that Internationalization occurs

in ALL classrooms, through distance service, experiential, individualized and other modes of learning

• Can be done: no matter how small the college

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Leadership Change Model

2. Support from All Stakeholders to Prioritize the Multiplicity of Learning Experiences that Contribute to Global Workforce Preparation

• Student Government, Faculty Senate, Curriculum Committee

• Campus-wide Committee (establishes & maintain programs, faculty selection, risk-management, ethics)

• Registrar’s office, web-master & counseling/financial aid staff

• Senior administration who initiate and support reforms & Faculty who teach in these programs

• Trustees who support this policy and practice49

Leadership Change Model 3. Transparent Budget

• Diverse Revenue Stream• Faculty development to connect Education Abroad

with General Curriculum• College foundation (for scholarships funds & donor

outreach); trustee orientation, and college-industry partnerships

• Secure budget to support advising, site visits, evaluations, conference training, internationalizing curricula

• Similar to other small, yet labor intensive academic programs, international education is a cost effective learning activity through the knowledge and experiences that are eventually mastered

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Leadership Change Model

4. Staff with Dedicated Positions– Staff who have influence and skill sets to build

instructional networks– Job success is NOT measured in a percentage

increase in total FTE, but in how international education and study abroad are woven into the college curriculum

– Consistent emphasis to bring in NEW faculty, staff and administrators to ensure growth and provide sustainability over time

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Leadership Change Model 5. Coalitions: State; Regional; National

and Thematic• American Association of Community Colleges (AACC)• NAFSA - EA-KC-CC (Education Abroad Knowledge

Community – Community College Group) [email protected]

• CCID – Community Colleges for International Development

• IIE - Institute for International Education• Forum on Education Abroad• California Colleges for International Education

www.ccieworld.org

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http://www.ccieworld.org/

Leadership Change Model 6. Internal and External Compliance

– Assessment and evaluation– Accreditation Standards– Legal & Risk Management– Ethics & Standards of Best Practice

• Forum: Standards of Best Practice (2007) & Code of Ethics for Education Abroad (2008).

– Measure Comprehensive and Complete Learning Experiences

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CONCLUSION• Community College Open Access defines

opportunities

• Accept that international education is “life-changing” and, thus, a cost-effective strategy that is needed in high-value community contributions

• For many, their only opportunity to be introduced to International Education is as a community college student

• Support as an essential component of the college and to support it in college missions and budget

• Such change is possible no matter the location or size of the college 54

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