“Yesterday’s answer has nothing to do with today’s problem.” Bill Gates
One of the most challenging aspects of being a college administrator today is the fast pace of change. Understanding market forces, changing demographics, and economic and political re-alignments worldwide, make it difficult to match facts with fallacies.
What are some of the fallacies?
Ten Higher Education Fallacies
Demand for higher education is inelastic
Higher education will always be consumed the same way
International students will always enroll in the UK and the United States
The promise of MOOCs and online education will never be realized
Chinese higher education enrollment will never surpass the enrollment of international students in the United States
Current business models are sufficient to meet financial problems
If enrollment goals are not met, change the marketing and enrollment staff
Administrative bloat is not a problem
Artificial intelligence is not important; has no place in higher education
Competency-based credits will never be accepted.
What would you add to this list?
“The future? The things that got her here will not get us there.”
How to recruit international students in the future
Few higher education deans and administrators would argue that 2019 has been a year of change both in the United States and worldwide. Economic and geopolitical disruptions have created a new world order with implications for most aspects of society, including future international student mobility and enrollment.
The stakes are high for countries and colleges and universities who recruit international students.
Consider the following:
Since 2,000, the number of overseas students has increased by 80 percent.
International students contributed $42 billion to the U.S. economy last year.
By 2025, global demand for seats in higher education is projected to be 200 million students.
The four international recruiting recommendations, outlined in this article, is an attempt to encourage international deans and recruiters to consider the following ways of recruiting international students in the future.
Use data analytics and predictive modeling to determine why applicants enroll (or do not enroll) in your college or university.
Creatively use technology to offer students year-long semesters with several options for reaching degree completion.
Partner with national and international colleges and universities, even competitor schools.
Recruit entire families, not just applicants.
Use data analytics to write and implement international strategic plans
Are your school’s international recruiters able to answer the following questions:
What is the prime motivator for prospective applicants to apply to your school?
At what point in the application process is a decision made to enroll? What is the main reason for this decision?
These questions should also be asked of applicants and accepted students who did not complete the application process.
Data analytics can help your recruitment team know, in real time, what is making prospective applicants apply, and accepted students, enroll.
I am defining data analytics as databases and algorithms that can provide international strategic planners and recruiters with speedy, actionable information in order to make smart recruitment decisions and re-allocate staff time and resources.
What behavioral information can be applied to better recruit and enroll international students? Data analytics can shed light on the parts of your school’s branding proposition that are resonating with prospective international students and which are not. This information can be used to create evidence-based international strategies in real-time as opposed to waiting for end-of-the-year analysis. Data collection and a commitment to insight and discovery are key to crafting meaningful international strategic plans.
Flexibility will increasingly become the currency of higher education this year and in the years to come. Data analytics and predictive modeling are two tools that can bring flexibility into strategic international plans and create data-driven hypotheses to inform strategic decisions.
Creatively use technology to offer students year-long semesters with several options for reaching degree completion
According to the report, Digital Learning Compass: Distance Education Enrollment Report 2017, 30 percent or 6.3 million students worldwide, were enrolled in at least one online course in 2016.
In 2018, massive open online enrollment exceeded 100 million students. This was a 30 percent increase over the previous year
China’s online education market is projected to increase to 20 percent annually. This increase represents approximately a $24 billion online market.
Since 2006, more than 160 million Khan Academy videos have been viewed. There are between 14 and 15 million users each month.
While the jury is still out on the shelf life of MOOCs, I believe that learning platforms like Udacity, edX, Coursera and FutureLearn will change higher education delivery forever.
What does all this mean for future international recruiting? Offering your school’s on-line courses or accepting, for credit, a MOOC course, would allow international admission deans to offer international students “brick and click” options that extend beyond the “normal” school year.
International students could earn credits during intersession breaks or in the summer taking an approved technology-based course.
Partner with national and international colleges and universities, even competitor schools
Have you considered partnering with a peer national or international institution to offer international applicants the best of both institutions?
Have you reviewed the international student enrollment of schools in your area or region and compared that information with your own international statistics? What does your school do better than your competitors What majors or programs do your competitors offer that are better than what your school offers?
Have you considered joint recruitment trips, highlighting the best programs and majors of each school? What about collaborating and writing joint recruitment plans? Or offering dual degrees?
Does this sound like heresy? Sounds like interdependence to me and could be one way to creatively face a disruptive future.
Many colleges and universities are still recruiting in silos, hoping that past recruitment practices will continue to be relevant in the new, worldwide changing political, economic and educational landscapes.
Recruit entire families, not just applicants
Most colleges and universities who recruit international students have a communication outreach plan; an admission “funnel.” Traditional communication plans are management tools, not tools for understanding market behavior. Few schools, for example, have communication plans for parents from the time of application to the time of enrollment, even though multiple research reports indicate that parents often have the final say in which school their child enrolls.
Because so much information about colleges and universities can be found on-line by prospective students and parents, I am recommending a communication plan that focuses on outcomes, not features.
Suggested Communication Plan:
Send information about career counseling, job placement rates, graduation statistics
Letter from current international parent
Send information about student services for international students, organizations, clubs, athletics
Letter from a current student
Letter from alumni parent
Name and contact information of faculty advisor
List of first semester courses
Letter from president, board chair
Counseling services for international students
Important contact information for school administrators and services
Change permeates nearly every facet of life. The dark alchemy of disruption and unpredictability demand a new way of thinking and planning when recruiting international students. Beyond the corridors of today lie new educational delivery paradigms and new “types” of students.
The métier of flexibility, collaboration and the smart use of technology will be among the hallmarks of successful international recruiting in the future.
Five myths, five international enrollment projections and one disturbing report
“Get your facts first, and then you can distort as much as you please.”
The United States leads the world in attracting international students.
In 1970, the percentage of international students enrolling in American colleges and universities was 36.7 percent. By 2001, the percentage was 28 and by 2017 the figure declined to 24 percent.
In 2017, the United States increased the number of new international students by 3.0 percent. But in the same year Canada increased the number of enrolled international students by 20.0 percent and Australian numbers increased by 13.0 percent. Germany’s international student numbers increased by 5.5 percent and France’s numbers increased by 4.6 percent.
The United States may enroll more international students than any other country but it continues to lose market share. Other countries, especially China, with a more than ten percent annual increase in international student enrollment, are catching up fast.
The demand for higher education is greatest in Europe.
The demand for higher education in Asia far exceeds that of Europe. With a population of more than 600 million under the age of 18, and with the rapid pace of social and economic changes taking place in the region, Asian students are poised to enroll in tertiary education more than any other region in the world.
The Asian middle class has grown faster than any other region in the world.
While the Asian middle class has increased over the past two decades, the African middle class has tripled over the past 14 years from 4.6 million households in 2000 to 15 million in 2016.
Great Britain continues to be the number one choice for American students studying abroad.
The fastest growing market for American students studying abroad is Germany. Most of the students pay no tuition and many of the courses are taught in English. The uncertainty surrounding Great Britain’s leaving the European Union may be impacting where American students study abroad.
The fastest growing Chinese market will be at the graduate and undergraduate level.
Chinese teenagers, as young as 14, are enrolling in high schools throughout the world in increasing numbers. In 2016, the number of Chinese students enrolled in high schools was over 50,000. This is 100 times more than in 2004.
Five international enrollment projections
Higher education enrollment is projected to reach 332 million by 2030, an increase of 56 percent, or 120 million, from 2015.
The number of internationally mobile students is projected to be 6.9 million by 2030, an increase of 51 percent, or 2.3 million students.
By 2030, there will be 163 million more adults with a college degree compared to 2013.
More than half of all people around the world, 3.97 billion, live in just seven countries: China, India, the United States, Indonesia, Brazil, Pakistan, and Nigeria. China, India, Pakistan, Nigeria, and Bangladesh are expected to be the biggest international student growth markets in the future. International deans and recruiters are well served to study and further research this projection.
I believe future international strategic plans should be based on data-driven research of the countries with the greatest potential for future enrollment.
One disturbing report
The recently released British Council report, International student mobility to 2027: Local investment, local outcomes, predicts a slowing of outbound student mobility over the next decade. Information is drawn from UNESCO and the United Nations Department of Economic and Social Affairs/Population Division, along with data from Oxford Economics. A decreasing number of Chinese students studying abroad is part of the reason for the projected decline as is an increase in local higher education opportunities and online accessibility.
If you read my last blog, you will remember that at one point in my administrative career I was responsible not only for enrollment and retention but for fundraising and alumni affairs. At the time of my appointment most of my colleagues did not believe that one person could be successful for the “whole ball of wax.” I must admit that I too was skeptical. But the president assured me that I knew how to market the school. So in addition to marketing to parents and students I would now market to alumni and other donors.
My strategic fundraising plan included raising funds from international families and donors to meet my goal. At the end of the campaign, international families contributed 30 percent of the final total.
What made this possible was the administrative structure. Since I was responsible for recruitment, including international recruitment, I was aware, at the time of recruitment, of the families who were able to become donors in the future.
Let me be clear about acceptance. Not one student was accepted because of the fundraising capacity of the family. “Friend raising” began after acceptance and enrollment. But since the families knew me, in some cases, for one or two years, when it came time to ask for a donation, the parents were receptive because the relationship was already established.
I realize you will read this next sentence with skepticism. But it is true. No international parent who was asked to contribute to our campaign turned me down. Raising money from international families was the easiest part of completing the campaign.
I realize this administrative structure is unique. I don’t know of another college or university who is organized to have a vice president for enrollment also responsible for being a vice president for development. This would not work at 99% of schools. But there may be one college reading this blog who thinks it would work and give it a try. I think it’s worth exploring.
International Alumni and Fundraising Program- Part 1
Creating International Alumni Clubs
Over the course of my administrative career, I had the opportunity to be responsible not only for the enrollment and retention of international students but also for creating international alumni and fundraising programs.
This “30,000 foot” view allowed me to integrate the international recruitment program with international alumni and fundraising activities.
While this administrative structure would not work at many schools and is certainly not for the faint of heart, it does have advantages. My next two blog posts will outline the steps I took to create international alumni clubs and how I raised money from international parents.
If you are responsible for enrolling international students, you may want to share this blog post with the administrators in your school responsible for alumni programs.
If you want to develop an international alumni program, you should begin before international students register for classes.
I would meet with all of the admission counselors and ask them to identify the international students they recruited who enrolled and who would be good candidates for becoming class agents. We began, at this early stage in the international students’ academic career, to groom graduates to support international alumni activities after graduation.
I created an international convocation and orientation program for both new international students and parents and began the “friend raising” process before classes began.
We created a robust international student services program and international students were encouraged to become actively involved in international student activities. A specific administrator in the Center for International Education continued the cultivation process over the next four years.
Fast forward to the beginning of senior year. Students who demonstrated an interest in participating in international alumni activities were introduced to the director of alumni affairs and were given the rules and regulations of how to become a class agent and set up an international alumni club.
I will not pretend that this was an easy thing to do. Anytime the staffs of international students, student services and alumni affairs are asked to work together synergistically, turf wars erupt. But it can administratively work and in my case, it did.
I was able to create five international alumni clubs. The international graduates in those clubs assisted our international recruitment program. They met with prospective international applicants from their country and encouraged them to apply. It was a meaningful way for international students to stay connected and added credibility to our international recruitment program.
In my next blog I will share with you how I raised funds from international parents.