Assessing International SEM Results

1. Assessing International SEM Results Clayton Smith, Ed.D. Vice-Provost, Students & International University of Windsor csmith@uwindsor.ca

2. Topics • A bit about SEM • The University of Windsor Story • Lessons Learned • Resources

4. Enrolment Management: The Classical Definition Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college. - Hossler, 1990

5. What is International Strategic Enrolment Management? • Using SEM principles in the context of international students and how they relate to your institution’s mission and the educational goals of the students recruited and enrolled. -Braxton& Conroy, 2008

6. SEM is Achieved by… • Establishing clear goals for the number & types of students • Promoting student academic success by improving access, transition, retention, & graduation • Enabling effective strategic & financial planning • Supporting the delivery of effective academic programs

7. SEM is Achieved by (Cont’d)… • Creating a data-rich environment to inform decisions & evaluate strategies • Improving process & organizational efficiency • Establishing top quality student-centred service • Strengthening communications & collaboration among departments across the campus - Bontrager, 2004

8. SEM Ethos • A shared responsibility • Integrated institutional planning • A focus on service • Accountability • Research & evaluation • For the long haul -Henderson, 2005

9. Importance of Assessment • DATA - What puts the “S” in “SEM” • Transactional data • Recruitment and retention analysis • Assessment of strategies, services and outcomes

10. The Enrollment Data Agenda Enrollment Strategies Alumni engagement Active Alumni Graduated Engaged, Satisfied Retained Enrolled Deposited Applied/Admitted Prospective Students Alumni Research Placement Data Graduate Rates Graduation/ Career Development Retention Data Student Surveys First Year Exp. & Retention Programs Financial Aid Analysis Yield Yield Data Admission Statistics Recruitment Competitive Analysis Market Research Marketing Creating a Data-Driven Enrollment Plan 10

11. The University of Windsor Story

12. University of Windsor • Comprehensive university • 9 Faculties • 16,000 students • 10% international students • A border city (Canada/US) 2 of our top 5 priorities include enhancing the student experience and internationalization

14. Background • Overall, international enrolments declined from 601 in fall 1992 to 375 in fall 1998. • Since the University had no existing international student recruitment effort in place, it was determined that we should hire one or more firms to represent us abroad. • In early 1998, hired one recruitment firm • Subsequently added a second firm in China

15. Enrolment Statistics: ESL Some considerable ESL growth

16. New FT UG Statistics After being flat-lined for 4 years, FT UG enrollment has declined by nearly half in recent years.

17. New International Student Enrollment Since 2005-06, the University’s entering international enrolment has decreased. Undergraduate enrolment has declined from while graduate enrolment has increased.

18. Total International Student Enrollment Undergraduate enrollment has declinedwhile graduate enrollment has increased.

19. 1st to 2nd Year International Student Retention

21. Proposed Changes to International Student Recruitment Report of the Working Group on International Student Recruitment

22. Recruitment Review Methodology • Internal challenges • External challenges • Conducted a financial audit and operational review • Commissioned an external benchmarking study from a US-based higher education consulting firm • Obtained consulting services from a UK-based international higher education consulting firm Formed Working Group in 2010

23. Internal Challenges • Increased turnaround time in admission letters is paramount • Program planning and pricing are important issues for the international student recruitment program. • The University’s original recruitment model saw our recruitment firm performing all student recruitment responsibilities. Many more players today.

24. External Challenges • International recruitment for the University of Windsor continues to be plagued from the effects of • the global economic downturn, • the strengthened Canadian dollar, • increased competition in the international student recruitment field, • a set of natural disasters, and • a myriad of market specific matters. • Canada’s profile as a higher education destination still very much trails the reputations of the U.S., U.K. and Australia. 

25. External Challenges (Cont’d) • The Ontario provincial government has endorsed increasing international enrolment in post-secondary institutions by 50 percent over five years with the hope that many will stay in Ontario after graduation (Government of Ontario, 2010). • Ontario’s decision to increase international enrolment corresponds with a growing market for these students. By 2025, global demand for international education is predicted to grow from 1.9 million to 7.2 million students (OECD, 2006).

26. Financial Audit • The Finance Department produced a report that shows the funds the University has paid to our primary recruitment firms. • A partial reason why we have increased University payments is due to the per-student recruitment fee increasing over this period. So while undergraduate enrolment has decreased, payments increased by replacing undergraduate enrolment fees with those billed for graduate and ESL student enrolments. • There has also been an overall increase in the fees we pay for admissions support.

27. Operational Review • We were unable to conduct an operational review of our recruitment activities due to a lack of data from the recruitment firms. • This is impacted by the screening process (which we requested and support) our recruitment firm has developed which results in only qualified applications being submitted to the University.

28. External Benchmarking Study • Conducted by Washington, DC-based Education Advisory Board • The institutions that participated included Michigan State University, Ohio State University, Portland State University, Syracuse University, University of Western Ontario, University of Winnipeg and Wayne State University. • The EAB was very helpful in shaping the parameters of this study.

29. External Consulting Report • Provided by UK-based Global Higher Educational Consulting, Inc. • Made 2 campus visits. • Issued 2 reports: • The first report focused on the competitive context, which has changed considerably in recent years • The second report emphasized how we might go about implementing a new international student recruitment model and its related strategies

30. Recommendations • Adopt a broad-based student recruitment model that discontinues exclusivity with a single recruitment firm and identifies major student recruitment agencies that operate successfully in key markets, such as China, India, the Middle East and South Asia. • Develop in-house capacity to encourage direct applications and to manage applications and offers efficiently. This will involve making infrastructure investments in such areas as web and social media, international marketing, admissions, and study permit advice.

31. Recommendations (Cont’d) • Develop a range of transfer articulation agreements with university partners around the world that will permit students to enter the University (both graduate and undergraduate) with advanced standing through 1+3, 2+2 and 3+1 links. • Establish local University offices in key markets, such as India and China, to market and recruit students directly. Such offices could also support in-country university partnership and research development, alumni outreach and institutional advancement.

32. Recommendations (Cont’d) • Develop a University pathways program for students who have not reached the University’s entrance requirements. This will involve teaching English language, study skills, and some academic coursework. This could also result in the development of a pre-master’s pathways program. • Explore the delivery of part or whole programs outside Canada. This will result in brand awareness and the development of articulation links in other countries.

33. Recommendations (Cont’d) • Develop ways to use alumni as ambassadors for the University in recruiting new students (e.g., recruitment fairs abroad). • Create more connectivity between the recruitment program and the Faculties, especially the deans, and senior administration to ensure both transparency and accountability.

34. Alumni Agent Agent Fairs Regional Office (R#4) Agent Agent Overseas Programs (R#6) Regional Office (R#4) Pathways (R#5) Agent Agent Articulations (R#3) Regional Office (R#4) University of Windsor International Student Recruitment Infrastructure/In-house Capacity (R#2)

35. Solving the International Student Retention Puzzle

36. With Appreciation Tanya Demjanenko, M.Ed. Research Assistant

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

38. Methodology • Pre-Study environmental scan • Pilot study • Focus groups • Service provider interviews • Faculty interviews • On-line survey: students • On-line survey: faculty • On-line survey: service providers

39. Study Participants • Recruited from sample populations at the University of Windsor: • International students • International student groups • Service providers to international students • Faculty who instruct international students

40. Participants • Qualitative: • Faculty interviews, 15 • Service provider interviews, 12 • Student group representative interviews, 3 • Students in focus groups, 17 • Quantitative: • Faculty members, 31 (response rate – 2.63%) • Service providers, 47 (response rate – 3.7%) • Students, 22 (response rate – 1.28%)

41. International Students

42. Service Providers

43. Faculty

44. Pilot Study • Areas of Concern • Attendance • Academics • Finances • Misinformation • Racism & discrimination • Missed connections • Other plans • Cultural adjustment • Psychological issues

45. Themes - Faculty • Language • Culture • Racism and discrimination

46. Themes – Service Providers • Language • Culture • Racism and discrimination

47. Themes – Students • Culture • Frustration, Disorientation & Confusion • Facilities & Services • Racism & Discrimination

48. Differing Perspectives ...but agreement on Language and Culture

49. A Model of International Student Success and Retention

50. 209,422 international students responded to the 2011 survey from 238 institutions in 16 countries ; 6.227 students surveyed at Ontario universities