understanding and enhancing student experience for iem ...€¦ · understanding and enhancing...

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. 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


RECRUIT RETAIN

Positive Experience

Positive Engagement

Source: NAFSA & WES, Bridging the Gap, 2014

http://bit.ly/1nLyUq2


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.


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%


China 63%

India 60%

India 52%


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


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


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”


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%



33%

China 60%


36%

India 34%

Canada 89%


72%

Europe 72%


India 67%


63%


26%

Europe 26%


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%


38%


32%

Europe 26%

Oceania 24%


23%


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


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.”


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%


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


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




Pursue further education in the U.S.

Stay and work in the U.S. as long as

possible, including permanently, ifpossible


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).


1%

0%

28%

24%

23%

24%

1%

2%

9%

20%

23%

43%

Move to a third country

immediately after graduation




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


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


A: Only alumni respondents who are employed answered this question


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)


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?


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


• 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


• 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


• 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



• English language support


• Career planning and support for trying to stay and work in the U.S. long-term/ permanently

Latin American & Caribbean students

• Strong financial support


• 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


International Enrollment

International Student & Scholar Services

Alumni Relations

Academic Departments

Student Support Services

Career Services

Institutional Leadership


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

https://knowledge.wes.org/WES-Research-Report-Improving-Intl-Student-Experience.html















https://knowledge.wes.org/wes-research-report-career-outcomes


























https://shop.nafsa.org/detail.aspx?id=129E

https://shop.nafsa.org/detail.aspx?id=129E

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.595.1453&rep=rep1&type=pdf

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.595.1453&rep=rep1&type=pdf

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!

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