Artificial intelligence is one of the most talked about topics in both the United States and around the world. New breakthroughs are frequently revealed and people in industry and higher education are eager to learn more about this technological achievement.
However, when AI is mentioned, most people instantly think about sentient humanoid robots that will take over the world. Not many people realize that this is just one type on artificial intelligence. There are others.
According to our informative infographic, href=https://techjury.net/stats-about/ai, there are two types of artificial intelligence: weak AI and strong AI.
Weak AI, also known as narrow AI, is an intelligent system that is trained to perform one task. Examples of narrow AI are virtual assistants such as Siri or Cortana. They assist with certain tasks and answer specific questions.
Strong AI is defined as a generalized intelligent system that has human-like cognitive capabilities. When strong AI is presented with a new problem, it should be able to find a solution even though it has never encountered such a problem before.
Other ways of classifying artificial intelligence are as reactive machines, limited memory, theory of mind, and self-awareness.
Reactive machines are AI that can observe a situation and make decisions based on the input it receives. Deep Blue, the AI that plays chess, is one example.
Limited memory AI such as autonomous vehicles, are able to remember previous experiences and make future decisions based on them.
Theory of mind is the ability of AI to understand that each individual has their own feelings, belief and desires. Unfortunately, this AI still does not exist.
Artificial awareness with self-awareness also does not exist. In theory it is able to understand its current state and view itself as an individual.
I have often written about the importance of artificial intelligence is the recruitment, admission and retention processes. The more we understand about AI and its potential applications in higher education administration, the more effectively we will be able to manage the future.
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Tech Jury is a website run by a team of software experts and tech enthusiasts focused on creating timely reviews of the latest software.
“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.
At the risk of being accused of being politically correct (or incorrect), I would like to share with you some of the international higher education myths I have uncovered over the past few months.
The U.S. continues leads the world in attracting international students.
Last year, the U.S. had a 10 percent increase in international students. But Canada increased its international student population by 13 percent, and Australia and New Zealand increased the number of students studying on its campuses by 12 percent.
The demand for higher education is greatest in Europe.
The demand for higher education in South Asia is exploding. 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, South Asia is poised to take over Western Europe and the U.S. as a primary choice for enrollment. This fact may not be reflected in next year’s enrollment statistics, but this is a trend that I would watch closely for future recruitment threats and opportunities.
International hubs and branch campuses will continue to increase in the future.
International hubs may increase in the future but I predict regional hubs, rather than international hubs, will grow faster.
The Asian middle class has grown faster than any other region in the world.
The Asian middle class has increased in numbers over the past two decades but the African middle class has tripled over the past 14 years from 4.6 million households in 2000 to 15 million in 2016.
The UK continues to be the number one choice for U.S. students studying abroad.
The fastest growing market for U.S. students is Germany. The number of U.S. students studying in Germany is estimated to be 10,000. Most of the students pay no tuition.
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. Last year, for example, the number of Chinese high school students was nearly 50,000. This is 100 times more than in 2004.
These are but a few of the myths and facts in international higher education. More to come in the future.
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.