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Understanding and Enhancing
Student Experience, for IEM
Professionals NAFSA Region XII Northern California Conference 2018
March 19, 2018 - Monterey, CA
Bryce Loo, World Education Services (WES)
Jeremy Mixell, University of San Francisco
Marcella Pitcher DeProto, University of San Francisco
Presenters
● Bryce Loo, Senior Research Associate, World Education
Services (WES)
● Jeremy Mixell, Director of Integrated Enrollment
Operations, University of San Francisco
● Marcella Pitcher DeProto, Director of International
Student and Scholar Services, University of San
Francisco
Learning Objectives
Participants will be able to:
● Identify factors important to international students in
selecting a U.S. institution and general satisfaction levels
on a nation-wide basis, with special attention to career
services.
● Determine possible steps for gathering data on student
experience.
● Explore strategies to improve the international student
experience from an IEM perspective and begin to
formulate a plan for their own campuses.
Agenda
● International Student Experience: What Does the
Research Say? - Bryce Loo ○ Short discussion
● International Experience Assessment- Jeremy Mixell ○ Short discussion
● Addressing Student Experience Shortfalls- Marcella
Pitcher DeProto ○ Short discussion
● Open Discussion and Q&A
© 2017 World Education Services. All rights reserved. 7 © 2016 World Education Services. All rights reserved.
© 2017 World Education Services. All rights reserved. 8
FACT:
International students who are satisfied with their U.S. education experience are more likely to recommend their institution to family, friends, and peers back home.
“I would like to share my experience with my friends in my home country and encourage them to apply to the same institution.”
–Master’s student from Jordan
© 2017 World Education Services. All rights reserved. 9
RECRUIT RETAIN
Positive Experience
Positive Engagement
Source: NAFSA & WES, Bridging the Gap, 2014
© 2017 World Education Services. All rights reserved. 10 © 2016 World Education Services. All rights reserved.
© 2017 World Education Services. All rights reserved. 12
Review of the literature
Survey of WES applicants
• May 2016
• 4,256 respondents were current and former U.S. enrollees (going back to 2010)
• 427 respondents who enrolled outside of the U.S. were asked only a few questions.
© 2017 World Education Services. All rights reserved. 13
Better education outside my home country– 57%
Opportunity to gain work experience outside home country –
40%
Opportunity to improve my career prospects in
my home country – 37%
Opportunity to experience living
in a foreign country - 29%
Improve my English or
other language
skills - 14%
Oceania 42%
Europe 38%
China 36%
Canada 49%
Oceania 47%
Sub-Saharan Africa 45%
Sub-Saharan Africa 70%
China 63%
India 60%
India 52%
Sub-Saharan Africa 45%
China 39%
Middle East & North Africa
26%
Europe 26%
Latin America & Caribbean
23%
Motivations to study aboard for students enrolling in the U.S.
Q1: Please select the two most important reasons that lead you to seek opportunities to study abroad. A: Top 3 countries/region which selected each reason the most
© 2017 World Education Services. All rights reserved. 14
7% 3% 5% 4% 3%
10% 13% 5% 7%
3% 3% 3% 3% 2%
2% 4%
5% 1%
44% 49%
56%
42% 45% 41%
48%
26% 34%
44% 39%
32%
48% 49% 45%
32%
63% 54%
3% 6% 4% 3% 1% 3% 4% 0% 3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall(n=4,256)
Canada(n=116)
China(n=268)
Europe(n=490)
India(n=747)
LatinAmerica &Carribean
(n=526)
Middle East& NorthAfrica
(n=440)
Oceania(n=38)
Sub-SaharanAfrica
(n=765)
Overall Satisfaction with the U.S. Higher Education Experience
Very dissatisfied Dissatisfied Satisfied Very satisfied Not sure
© 2017 World Education Services. All rights reserved. 15
© 2017 World Education Services. All rights reserved. 17
92%
81%
75%
66%
6% 10%
12%
17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Academic Quality Campus Support EnrichmentOpportunities
Career Services
Average Satisfaction Levels with Institutional Attributes
Average Overall Satisfaction
Average Overall Dissatisfaction
n = 4,256
*NOTE: These results are
averages of all questions about specific items within
each of the four categories. “Average Overall Satisfaction”
is an average of all answers of “Satisfied” and “Very
satisfied.” “Average Overall Dissatisfaction” is an average
of all answers of “Dissatisfied” and “Very dissatisfied.”
Percentages do not add up to 100% because of a fifth
option – “Not sure.”
“Campus Support” was called “Campus Facilities” in the
report. “Enrichment Opportunities” was called
“Support Services”
© 2017 World Education Services. All rights reserved. 18
Cost of tuition fees – 65%
Cost of living expenses – 63%
Difficulty in developing social connections (e.g., making friends or
developing close working relationships with domestic students) – 33%
Loneliness/ homesickness – 32%
Proficiency in English language -
24%
Difficulty in adapting to
U.S. academic culture – 21%
Meeting academic
demands – 18%
India 42%
Sub-Saharan Africa 36%
Middle East & North Africa
33%
China 60%
Middle East & North Africa
36%
India 34%
Canada 89%
Latin America & Caribbean
72%
Europe 72%
Sub-Saharan Africa 71%
India 67%
Latin America & Caribbean
63%
Middle East & North Africa
26%
Europe 26%
Latin America & Caribbean
23%
Most Significant Challenges Among International Students Studying in the U.S.
Q1: Please select the three most significant challenges you faced with your experience in studying in the U.S. A: Top 3 countries/region which selected each factor the most
China 48%
Middle East & North Africa
38%
Latin America & Caribbean
32%
Europe 26%
Oceania 24%
Latin America & Caribbean
23%
© 2017 World Education Services. All rights reserved. 19 © 2016 World Education Services. All rights reserved.
© 2017 World Education Services. All rights reserved. 22
Data Collection Survey – June 2017
Survey Population
Students on F-1, J-1, and M-1 visas
currently enrolled in or graduated from degree programs at U.S. higher education
institutions.
Sample
Current students Alumni
N = 1,067 N = 1,095
Response Rate 9.9% response rate 77% completion rate
© 2017 World Education Services. All rights reserved. 23
Top Career-related Factors In Selecting a U.S. Institution
N=2,162
Q: All respondents: How important were the following career-related factors when deciding to study in the U.S. specifically at your
institution?
A: All respondents who answered “Very important.”
© 2017 World Education Services. All rights reserved. 24
How Important were the following Career-related Factors when Deciding to Study in the U.S. Specifically at Your Institution?
Very important
South and Central
Asia (n=857)
East Asia (n=359)
Sub-Saharan
Africa (n=255)
Latin America &
Caribbean (n=227)
Europe (n=169)
Middle East & North
Africa (n=162)
Recognition of a U.S. degree by employers back home or outside of the U.S.
79% 67% 87% 74% 64% 60%
The ability to gain U.S. work experience before returning home or going to another country
81% 65% 85% 71% 62% 54%
Reputation of your particular institution and/or program by employers back home or outside of the U.S.
75% 65% 69% 63% 56% 52%
The ability to work while studying 48% 43% 55% 49% 42% 35%
Opportunities to stay in the U.S. long-term or permanently
40% 46% 46% 53% 48% 36%
© 2017 World Education Services. All rights reserved. 25
41% 33%
59% 67%
0%
20%
40%
60%
80%
100%
Current students Alumni
Usage Rate of Career Services Office
No Yes
N=1,067 N=1,095
Yes No
© 2017 World Education Services. All rights reserved. 27
2%
7%
17%
39%
41%
68%
0% 50% 100%
Move to a third country
immediately after graduation
Move to a third country after
working in the U.S. for a shortperiod of time
Return home immediately
Stay and work in the U.S. as
long as possible, includingpermanently, if possible
Pursue further education in the
U.S.
Work in the U.S. using OPT or
Academic Training and thenreturn home
Initial career plans
1%
2%
9%
20%
23%
43%
0% 50%
Move to a third country immediately
after graduation
Move to a third country after
working in the U.S. for a shortperiod of time
Return home immediately
Pursue further education in the U.S.
Stay and work in the U.S. as long as
possible, including permanently, ifpossible
Work in the U.S. using OPT or
Academic Training and then returnhome
Main Intention at Time of Graduation
N = 1,095
Q: Alumni: When you first enrolled in your most recent U.S. institution, what were the top 2 options you were considering
for shortly after graduation? (Select up to 2 options)
N = 1,095
Q: Alumni: At graduation, what was your main intention?
(Please select your first choice.)
NOTE: “Other” and “Not sure” are removed from both charts (each received a 1% answer rate).
© 2017 World Education Services. All rights reserved. 28
1%
0%
28%
24%
23%
24%
1%
2%
9%
20%
23%
43%
Move to a third country
immediately after graduation
Move to a third country after
working in the U.S. for a shortperiod of time
Return home immediately
Pursue further education in the
U.S. immediately or followingOPT/Academic Training
Stay and work in the U.S. as
long as possible, includingpermanently, if possible
Work in the U.S. using OPT or
Academic Training and thenreturn home
Main Intention At Graduation - Alumni
Overall (n=1,095) MENA students (n=75)
Overall Alumni
77% in the U.S.
17% in home countries
MENA Alumni
37% in the U.S.
53% in home countries
Current Residences Of Alumni
© 2017 World Education Services. All rights reserved. 29
A: Only alumni respondents who are employed answered this question
© 2017 World Education Services. All rights reserved. 31
16%
9%
29%
14%
22%
15%
19%
9%
40%
53%
9%
10%
10%
14%
16%
17%
17%
18%
43%
59%
Lack of understanding of
American work culture
Low demand for my major
English language proficiency
Résumé/CV and/or cover letter
writing
Lack of qualifications
Discrimination based on
nationality, ethnicity, gender,…
The interview process
The application process
Lack of professional
connections
Work authorization/visa status
Work Challenges While Students
Overall (n=2,162) East Asian students (n=359)
Q for Current Students: Please select up to 3 top challenges that you
have encountered in finding jobs or internships in the U.S. [NOTE: “I have not (yet) applied for a job or internship in the U.S.”
removed from chart above.]
Q: Please select up to 3 top challenges that you have encountered
in finding jobs in the U.S. upon or after graduation.
9%
34%
18%
8%
9%
21%
22%
7%
43%
75%
7%
10%
12%
13%
13%
19%
20%
23%
47%
69%
Lack of understanding ofAmerican work culture
English language proficiency
Lack of qualifications
Low demand for my major
Resume/CV and/or coverletter writing
Discrimination based onnationality, ethnicity,…
The interview process
The application process
Lack of professionalconnections
Work authorization/visastatus
Work Challenges among Alumni in the U.S.
Overall (n=845) Chinese students (n=76)
© 2017 World Education Services. All rights reserved. 32 © 2016 World Education Services. All rights reserved.
© 2017 World Education Services. All rights reserved. 33
Do we have adequate support services for the student populations that we are recruiting and enrolling?
Are we doing what we can to maximize students’ chances for success and satisfaction with their overall experience?
Are we assessing and then utilizing positive student and alumni experiences in our marketing and recruitment?
© 2017 World Education Services. All rights reserved. 34
Recruit best-fit students
Diversify source countries (in part to aid international student integration)
Align recruitment efforts with student support services
Utilize satisfaction and student experience data in the recruitment process
Work across departments to improve the overall experience for international students
Invest in programs and services that improve student experiences
Involve faculty in making improvements
Measure international students’ experiences and satisfaction on campus over-time
RECRUITMENT RETENTION
© 2017 World Education Services. All rights reserved. 35
• Continuous English language support
• Social integration support
• Some scholarships
• Career planning and support for finding jobs in the U.S., home, or elsewhere
East Asian students
• Some financial support
• Social integration support
• Availability of on- and off-campus job and internship opportunities
• Career planning and support for staying in the U.S. long-term, particularly on H1-B visas
South & Central Asian
students
© 2017 World Education Services. All rights reserved. 36
• Continuous English language support
• General academic support
• Support in coping with and overcoming prejudice and discrimination
• Career planning and support in finding jobs back in their home countries
Middle Eastern & North African
(MENA) students
• Some financial support
• General academic support
• Enrichment opportunities (e.g., cultural activities, experiential opportunities)
• Career planning and support for finding jobs in the U.S., home, or elsewhere
European students
© 2017 World Education Services. All rights reserved. 37
• Some financial support
• English language support
• Availability of on- and off-campus job and internship opportunities
• Career planning and support for trying to stay and work in the U.S. long-term/ permanently
Latin American & Caribbean students
• Strong financial support
• Availability of on- and off-campus job and internship opportunities
• Support in coping with and overcoming prejudice and discrimination
• Career planning and support for finding jobs back in their home countries
Sub-Saharan African
students
© 2017 World Education Services. All rights reserved. 38
International Enrollment
International Student & Scholar Services
Alumni Relations
Academic Departments
Student Support Services
Career Services
Institutional Leadership
© 2017 World Education Services. All rights reserved. 39
Online Resources
WES Report: Improving the International Student Experience: Implications for Recruitment
and Support https://knowledge.wes.org/WES-Research-Report-Improving-Intl-Student-Experience.html
WES Report: Career Prospects and Outcomes of U.S.-Educated International Students:
Improving Services, Bolstering Success https://knowledge.wes.org/wes-research-report-career-outcomes
WES Report: Career Services for International Students: Fulfilling High Expectations
https://knowledge.wes.org/WES-Research-Report-Career-Services-for-International-Students.html
NAFSA & WES Report: Bridging the Gap: Recruitment and Retention to Improve
International Student Experiences https://shop.nafsa.org/detail.aspx?id=129E
Article: International Students in English-speaking Universities: Adjustment Factors http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.595.1453&rep=rep1&type=pdf
Article: Why Do We Want International Students?
https://www.insidehighered.com/blogs/world-view/ why-do-we-want-international-students
Discussion: Challenges
▪ Introduce yourself to two or three others near
you.
▪ What of the presented data and research
particularly resonates with you? What is very
different on your campus from the research?
▪ What other challenges are you experiencing in
serving international students on your campus?
Jeremy Mixell
Director Integrated Enrollment Operations
University of San Francisco
An institutional perspective
- Established 1855
- Catholic, Jesuit affiliation
- Private not-for-profit 4-year
- Located in San Francisco, California
- Total enrollment of 11,003
- 3rd in undergraduate diversity (US News & World Report 2017)
- 13th in international students (US News & World Report 2017)
- 6th in racial and ethnic diversity (Chronicle 2016-17 Almanac)
- $65,980 undergraduate cost of attendance
Macro Level Changes
Macro Level Changes – Complexities of IEM
What do you want to know?
Assessments - ISB
- Online survey, personalized to institution
- Response rate best practice
- Pre-load data to shorten response
times (30%)
- Targeted email reminders
- Online and in-person reporting
Assessments - ISB
The Scope
- Decision making
- Application processes
- Enquire to acceptance
- Arrival and orientation
- Learning experience
- Living experience
- Support Services
- Recommendations The Benefits
- Track and compare satisfaction
- Assess affinity
- Prospective communications
- Data
- Provide support for action
- Reinforce recruitment/retention efforts
Assessment Outcomes and Recommendations
Best Practice Recommendations
- Designing the survey
- Conducting the survey
- Accuracy / clarity matters
- The data / nuance matters
Case Studies
- Indiana University – Bloomington
- University of Cincinnati
- University of Oxford
Discussion: Assessing Student Experience
● In what ways does your institution assess
international student experience?
● In what ways are the results of those
assessments used to make decisions for IEM, as
well as programmatic/support service decisions?
Marcella Pitcher DeProto Director, International Student and
Scholar Services
Addressing Student Experience Shortfalls
• Identify scope - What do we have control over?
• What areas are working well?
• What areas need improvement?
• Select an area to focus on.
Stages of the Student Experience
Admission Stage
Adaptation and Navigation Stage
Graduation Stage
• Crossing cultural border
• Honeymoon stage
• Initial transitions
• More obvious sense of cultural, social, and academic adaptation
• Learning to succeed in a different educational system and environment
• Degree completion & transition
• Maintenance and extension of international friendships
• Re-adaptation to home culture
*Research of Wendan Li, Doctoral Student, University of HI
Identifying the Scope of their Experience
STAGE I
IS-Admission
STAGE II
IS-Navigation and
Adaptation
STAGE III
International Student Service Staff Faculty Domestic Student
IS-Graduation
DS-Admission FS-Admission SS-Admission
DS-Navigation
and Adaptation
FS-Navigation
and Adaptation
SS-Navigation
and Adaptation
DS-Graduation
FS-Graduation
SS-Graduation
*Research of Wendan Li, Doctoral Student, University of HI
W.I.S.E Committee • Made up of key players across the University
• Mission Statement:
To improve the international student experience at
USF by providing programming, training, and services for faculty, staff, and students in areas of academic, inter-cultural, social, and professional engagement.
W.I.S.E Committee
• Initial Goals - mission, outreach/gather info, connect to faculty, create website to share resources
• Long-Term Goals - Create a website with resources
for all groups (IS/DS/FS/SS), include social aspects for students, faculty training
Areas that are Working Well
• Orientation to campus resources (IS – Stage 1) • Orientation to basic needs (IS- Stage 1) • Knowledge of work authorization (IS-Stage 2) • Health services (IS –Stage 1) • On-campus housing services (IS-Stage 1) • Crisis response (IS- Stage 2) • Triage support between ISSS and Student Life
departments (IS-Stage 2)
Areas that Need Improvement
• Faculty support for working with international students (perceived contradiction in research results about students and their classroom experience) (FS-Stage 2)
• Faculty-Student relationships (FS-Stage 2) • Tutoring services (IS-Stage 2) • Career search and preparation support (IS-Stage 2-3) • Social engagement - (IS-Stage 2) • Domestic-International peer relationships (IS/DS –
Stage 2) • Alumni engagement (IS –Stage 3)
W.I.S.E: Key Areas to Improve Experience
• Faculty support for creating inclusive classrooms (FS-Stage 2)
• Faculty-international student relationships (FS-Stage 2)
• Domestic-international relationships/positive interaction (IS/DS-Stage 2)
• Career support and planning (IS-Stage 2-3)
W.I.S.E: Potential Outcomes
• Strengthed collaboration across campus • Emphisis on value and support of international
students • Increased faculty skills for creating culturally
sensitive classrooms (FS-Stage 2) • Toolbox for faculty to build interactive and inclusive
classrooms (FS-Stage 2) • New website of resources (All Groups – Stage 2&3) • Improved internship course procedures for A&S
undergraduate students (IS-Stage 2&3) • Cohesive career support for international students
(IS-Stage 3)
Discussion: Increasing Campus Efforts
● In what ways can IEM professionals support the
international student experience on campus?
● What are two things you can do to work towards
improvement of student experience when you
return to campus?
Open Discussion and Q & A
Thank You!