Transcript Slide 1
A Values Approach to International Recruitment
For Presentation at: CBIE
Montreal November 5, 2012 Rod Skinkle, M.A.
President, Academica Group London, Ontario, Canada Sheila Embleton, PhD, FRSC Professor, York University Toronto, Ontario, Canada
Copyright ©2012 Academica Group Inc.
Conditions for Success (
and Mediocrity
) are just right Success factors include: - Market Growth - National education brand and promotion program - Canada (as destination)
– English language – Safe, stable, “tolerant”, good “quality of life” – Costs reasonable – Quality good – Overall image of country as “pleasant” 2
Conditions for Success (
and Mediocrity
) are just right Challenge factors include: − National strategy vs. provincial jurisdiction − Most provinces lack coordinated effort − Competitive growth increasing dramatically
− International student awareness/knowledge very low − Most don’t understand Canadian College/University − Canada behind US, UK, Australia (e.g. Indian sample) − Individual institutional brands low 3
Conditions for Success (
and Mediocrity
) are just right
Challenge factors continued…
− Institutional strategies in their infancy − Goals not well articulated − Success not clear (
nor failure
) − Costs not understood − 60% acknowledge services lag enrolment − Therefore, ROI not known 4
Conditions for Success (
and Mediocrity
) are just right Recommendation?
Reliable/objective data needed (this investigation)
5
Our Research Overview
• Phase 1 – International
Student
Prospect Survey (
India
) – Purposive sample of 59 Indian schools selected to geographically represent the top 200 private schools from Feb 15 – July 6, 2011 – In class: Supervised paper surveys – 5,117 completed surveys – Confidence Interval: ±2.9%, 19 times out of 20.
• Phase 2 –
Institutional
Strategy Survey – Convenience sample of 230 contacts representing 83 (50 universities, 33 colleges) across Canada, April 2012 – Purposive selection to represent 10 provinces (1 territory) and a range of institutional sizes – Target Administrators (typically director level, involved in international) – A total of 65 respondents from 54 institutions –
response rate 28%.
6
Survey of International Student Prospects
1
Highlights: Prospect International Students
Priority factors in selecting a destination school
• of the 5000+ private high school students in India I don't plan to continue to Higher Education, 37%
Higher Education Plans
Among All Students n=5,117 I expect to study outside India, 13% I’m considering studying outside India, 8%
Level of Intention for Studying Abroad
Among Students Expecting/Considering Studies Outside India, n=1,070 21% percent are expecting (13%) or considering (8%) studies outside of India Somewhat likely 29% Not at all likely 1% I will continue to study in India, 42% Don`t know 16% 8
What will they study?
Students who are interested in studies abroad are more likely to be considering graduate studies.
Business graduate degree (MBA) Master's degree (e.g. MA, MSc) Doctorate degree (PhD) University bachelor’s degree Professional diploma (e.g. art, design, computers) Law degree Medical degree (MD, DDS, DVS) Teaching degree Don’t know 21% 16% 15% 10% 7% 7% 4% 7% 1% 1% 9% 10% 8% 8% 14% 13% 33% 29% Considering/Expecting to Study Outside of India, n=1070 Not considering Studies Outside of India, n=2139 Multiple Mentions 9
Interest in graduate studies
Business graduate degree (MBA) 33%
Students who are interested in studies abroad are more
29% Master's degree (e.g. MA, MSc) 16% 21% Considering/Expecting to Study Outside of India, n=1070 Doctorate degree (PhD) University bachelor’s degree Professional diploma (e.g. art, design, computers) Law degree 8% 8% 7% 7% 10% 15% 9% 10% Not considering Studies Outside of India, n=2139 10 Medical degree (MD, DDS, DVS) 4% 7% Teaching degree 1% 1% Don’t know 14% 13% Multiple Mentions
Top Student Priorities
Reputation Teaching Student Experience High quality jobs Research / Leadership Opportunities
Lowest Student Priorities
Small classes History / Tradition Student Diversity Surrounding Community Very Important Academic reputation of institution Quality of faculty (professors/instructors) Somewhat Important
68%
Not Important
13% 19%
Academic reputation of program/major Reputation for student experience Graduates get high-quality jobs Campus safety/security
59% 57% 51% 47% 24% 24% 19% 22% 21% 21% 25% 30%
Graduates get into top professional and grad schools High-profile research High admission grade point average Undergraduate research opportunities
46% 46% 46% 45% 23% 25% 30% 33%
Professor/instructor-student interaction Institutional rankings/guidebook ratings Opportunities for student leadership Personal attention during application/admission process
44% 42% 42% 39%
Attractive campus Co-op programs/internships Tuition costs Availability of financial support for international students Campus housing/residences Off-campus urban life National/professional accreditation Part-time job opportunities Costs of attending, excluding tuition Clubs and social activities Recreational sports/fitness facilities Acceptance of my previous credits Easy to get accepted Availability of off-campus housing Online access to lecture videos and materials Small class sizes
24% 23%
History/tradition of school Relevant industry in the area Diversity of student population Large student population
21% 20% 18% 15%
Religious considerations Small student population Small surrounding community
14% 13% 12%
Institution is close to family
12%
Attending the school your parent(s) or other family member …
10% 38% 37% 36% 35% 35% 35% 35% 34% 33% 33% 33% 32% 28% 27% 25% 24% 29% 40% 39% 33% 21% 32% 17% 31% 39% 37% 34% 37% 28% 34% 33% 27% 27% 35% 35% 32% 30% 30% 35% 32% 36% 32% 27% 31% 31% 63% 54% 68% 56% 73% 42% 44% 42% 51% 31% 40% 29% 30% 30% 35% 30% 31% 38% 27% 37% 37% 38% 36% 39% 41% 47% 24% 23% 25% 30% 30% 34% 33% 32%
2.0
1.9
1.9
1.9
1.9
1.8
1.8
1.7
1.8
1.7
1.5
1.6
1.6
1.4
1.4
Mean 2.5
2.4
2.4
2.3
2.2
2.2
2.2
2.2
2.2
2.0
2.0
2.1
2.1
2.0
2.2
2.1
2.2
2.1
2.0
2.1
2.1
2.0
2.0
2.0
39 Influence Factors 11
Results –
Internationalization Profile across Canadian Institutions
2
the state of the nation
Proportion of Institutions with International Strategies Overall, 72% have an international strategy in place • 52% implemented this strategy within the past four years • a larger proportion of universities did so in the past two years
International Strategy Year Internationalization Strategy Implemented
No 19% Unsure 9% Yes 72%
2011-2012 2009-2010 2007-2008 Before 2007
No answer
Total
18% 33% 21% 8%
21%
Universities
22% 33% 19% 7%
19%
Colleges
8% 33% 25% 8%
25%
Universities
73%
Colleges
71% Base: Total – n=54 Institutions: Universities – n=37; Colleges – n=17 13
Proportion of Int’l Students within Student Body and Targets Universities and colleges both report similar proportions of international students Increases Planned: 73% of universities 47% of Colleges
Current Proportion of Int’l Students Established Targets to Increase Proportion
Less than 3% 3.0 - 4.9% 5.0 - 9.9% 10 - 19.9% 20%+ Not specified 5% 19% 8% 6% 49% 25% 30% 44% 5% 6% 3% 0% Universities No 22% Unsure 5% Yes 73% No 41% Colleges Unsure 12% Mean Median
Universities
9.3% 8%
Colleges
9.0% 8%
Interesting Notes:
•
Majority of institutions in eastern Canada report a relatively high proportion of international students ranging from 11% to 25%.
•
Colleges in the GTA report higher proportions ranging from 12% to 30%.
Base: Total – n=53 Institutions: Universities – n=37; Colleges – n=16
(Note: One outlier was removed (reported “65%” ) from data set)
Yes 47% 14
International Plans with Revenue Targets Over one-third report that plans include set revenue targets • Colleges significantly more likely (65% vs. 22%)
Proportion of Institutions with Revenue Targets
Unsure 19% Prefer not to answer 11% Yes 35% Yes No Not sure Prefer not to say No 35%
Universities
22% 43% 24% 11%
Colleges
65% 18% 6% 12% Base: Total – n=54 Institutions: Universities – n=37; Colleges – n=17 15
Internationalization Recruitment Strategies and Initiatives
3
Target Countries for International Enrolment Plans • • Over 1/3 report they have set target countries. A diverse set of countries, with China and India remaining the two top sources • Brazil (universities) and Mexico (colleges) also rank high.
Target Countries in Enrolment Plans
Unsure 9% No 54% Yes 37%
Target Countries of Key Importance
China India Brazil United States Mexico Turkey Vietnam Russia South Korea Indonesia/Malaysia Japan Latin American region Middle East Region Germany
Total
92% 88% 54% 42% 38% 38% 38% 33% 33% 29% 29% 25% 25% 17%
Universities (n=16)**
100% 81% 63% 44% 19% 38% 31% 31% 25% 19% 19% 19% 31% 25%
Colleges (n=8)**
75% 100% 38% 38% 75% 38% 50% 38% 50% 50% 50% 38% 13% 0%
Universities
36%
Colleges
40% Base: Total – n=65 Respondents: Universities – n=45; Colleges – n=20 17
Programs that are Promoted for Int’l Student Enrolment Universities promote undergraduate degrees most, and graduate level degrees (Master’s and PhDs) Short term less than 8 week study program College certificate 1year program College diploma 2year program College advanced diploma 3year program A 2 Plus 2, 3 plus 1, or 2 Plus 1 Program A joint degree program A dual degree program College degree 4year program
University undergraduate degree
College post-graduate certificate Teaching degree
Master’s degree Business graduate degree, MBA
Law degree Medical degree
Doctorate degree PhD
Other Don't know
Universities
36% 62% 36% 42% 96% 27% 60% 60% 18% 4% 47% 20% 2%
Colleges
30% 80% 100% 75% 70% 15% 10% 80% 20% 70% 30% Base: Total – n=65 Respondents: Universities – n=45; Colleges – n=20 18
Priority Internationalization Initiatives – Summary Comparison The internationalization strategies of universities are much more diversified overall compared to colleges. Int'l student recruitment plans Int’l student support services Undergraduate int'l student recruitment plans Undergraduate int'l student support services Developing strategic partnerships with institutions outside of Canada Offering int'l exchange opportunities International research collaboration Graduate int'l student recruitment plan Graduate int'l student support services Identification and exploitation of int'l funding sources Internationalization of curricula Development assistance programming
Universities
4.7
4.4
4.4
4.1
3.9
3.7
3.7
3.5
3.5
3.2
Colleges
4.8
4.6
4.0
3.6
2.4
2.9
2.8
2.7
Base: University Respondents – n=45; College Respondents – n=20 19
Int’l Student Service Levels haven’t Kept Pace with Growth Overall, less than half of the administrators we surveyed (41% rated “5” or “4”) feel that international student service levels at their institution have kept pace with the growth of international recruitment. 5-Very much 4 3-Somewhat 2 1-Not at all Mean Total 15% 26% 40% 11% 8% 3.3
16% 22% 44% 9% 9% 3.3
15% 35% 30% 15% 5% 3.4
Base: Total – n=65 Respondents: Universities – n=45; Colleges – n=20 20
Anticipated Challenges with International Student Recruitment, Retention and Integration
4
Anticipated Challenges – Summary Comparison • There are more similarities than differences with regard to the top 3 anticipated challenges • sufficient student service levels, • refereeing academic standards (greater concern among colleges), • achieving and maintaining enrolment targets. Providing sufficient student service levels Refereeing academic standards – plagiarism, referencing Achieving and maintaining enrolment targets Achieving and maintaining a balance of international student enrolment across programs/Faculties Achieving and maintaining on-campus social/community integration Understanding specific international markets Adapting recruiting efforts internationally Achieving and maintaining academic quality/performance standards Achieving and maintaining English/French language proficiency levels Achieving and maintaining an appropriate balance between domestic and international students on campus
Understanding and providing for unique cultural/religious student needs Lack of faculty interest and involvement Achieving and maintaining off-campus social/community integration Total
3.8
3.7
3.7
3.6
3.5
3.5
3.5
3.4
3.4
3.3
3.3
3.2
3.1
Base: Total – n=65 Respondents: Universities – n=45; Colleges – n=20
Universities
3.8
3.6
3.6
3.7
3.5
3.4
3.5
3.4
3.5
3.4
3.2
3.2
3.2
Colleges
3.7
4.0
3.9
3.5
3.6
3.7
3.4
3.3
3.1
3.0
3.4
3.1
2.9
22
Conditions for Success (
and Mediocrity
) are just right Recommendation?
− a values approach to international recruitment
23
Values Approach to International Recruitment
1. Establish Goals – Take stock now (preliminary assessment in relation to goals) 2. Develop/refine strategy to achieve those goals 3. Establish indicators of success (criteria) – Establish baseline now and measure (regularly) 24
1) Establish Goals
and Take Stock Now
There is an implicit assumption that the experience of living and studying within a different culture provides real benefits for both international students and domestic stakeholders alike.
Canadian Institutional Stated Benefits
1. Personal and career development for the international students through the education and experience of living and studying in Canada.
2. Enhanced learning and personal development for the domestic student population resulting from studying alongside international students.
3. Financial benefits for the host institution deriving primarily from the higher tuition and related local spending, but also the potential for international students to benefit the nation through permanent immigration.
25
DISCUSSION
1. Personal and career development for the international students through the education and experience of living and studying in Canada.
• • Personal development and the ‘quality’ of the Canadian education are not examined
UNBSJ Graduate Preparation Series (GPS), designed to help senior-level international students plan and prepare for their final year as well as for life as a new graduate in a professional working environment (sessions on
Over half of administrators acknowledge support services are lagging international
e.g. career path development, job hunting, mock interviews) followed by
• • •
paid internship with local business/organization
Career goal development Leadership development Graduate program advising 26
2. Enhanced learning and personal development for
the domestic student population resulting from studying alongside international students.
Proportion of Students Considered or Applied to Study Abroad
Base: All Applicants to PSE
Countries Considered/Applied to
Among those who considered/applied to PSI outside of Canada
Yes, 18% No, 82% United States United Kingdom Australia 4% 1% 12% France New Zealand China Other <1% 13% <1% 13% 1% 4% 3% 11% 30% 41% 63% Applied to Considered Source: Academica UCAS survey 2012 27
Three broad recommendations for Canada and other countries:
1. National and sub-national governments must work more effectively together to develop not only strategies, but also mechanisms for monitoring success. The goal should be to provide a reliable basis for learning from international student experiences in order to better meet the aspirations of these students and to more firmly establish a meaningful service contract of value to all stakeholders (including the institution’s and the community's aspirations).
2. There needs to be a broader discussion and recognition of the full costs of recruiting and retaining international students in Canada. It seems clear that many post-secondary institutions maintain an abiding focus on increasing international student enrolments in the absence of a concomitant plan to ensure that funding is available to support international students properly and thus to ensure educational and career outcomes worthy of Canadian institutions.
28
Three Recommendations continued
Three major recommendations for Canada and other countries, continued: 3. Post-secondary institutions need to effectively shift their focus from international students as a “commodity” to a “values” perspective that recognizes their educational and career aspirations. This may involve a reprioritization of services offered, to focus more on graduate program counselling, professional development, and internship programs, or the development of whole new offerings that link international students directly to their chosen career path—whether in Canada, or their own countries.
29