Foreign Student and Scholar Services
Global Partners Program Survey
Written by Mary Nellis, Foreign Student Advisor
ABSTRACT
The UM Global Partners Program pairs existing UM students with new international students to
help those new students adjust to life at UM. In April 2011, Foreign Student and Scholar
Services (FSSS) conducted a series of focus groups to refine the unit’s assessment procedure and
assessment focus. The feedback gained from these focus groups provided recommendations for
future changes to the program concerning team building and recruitment among domestic
partners. These changes may lead to future assessment opportunities for programmatic
enhancement.
BACKGROUND
The Global Partners Program (known as the International Student Peer Assistant Program from
1989-2007) was created in order to provide support for new incoming international students by
offering advice on all aspects of campus life, helping to navigate the adjustment to a new culture
and language, and providing opportunities for friendship building and social activities.
One-to-one matches pair American students or experienced international students with incoming
international students according to gender, age, common interests, majors, and connections with
a country or language. The program coordinator matches students individually based on the
above factors. Participation is voluntary and while the intent is for partners to develop a
friendship, or a more practical relationship, over the 8-10 week program, there is no formal
obligation for the match to continue after the program’s official end.
FSSS presents the program to new international students during Foreign Student Orientation at
the start of every semester. Typically, 50 percent of the new international students participate, on
average 50-60 matches in the fall and 20-30 in the spring. New domestic partners also attend an
orientation prior to meeting their international matches. Partners are introduced the day before
classes begin.
Domestic partners are expected to check in consistently with their students so they can be of use
during the adjustment period. It is the domestic students’ responsibility to initiate and maintain
contact with their partner, though international students are encouraged to be proactive in the
relationship. There are two to three FSSS official events scheduled during the length of the
program.
There was an initial assessment of the program in April 2011 performed via focus groups, which
provided general information about what participants were gaining from the program and
suggestions for improving the program. During these focus groups it was determined that future
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assessment should revolve around the domestic partners, as their needs and expectations were
more varied than those of the international students and there has been no previous assessment of
this group of students.
Certain changes were implemented during the 2011-2012 academic year based on
recommendations following the focus groups. The overarching goal of these changes was to
increase cohesion within the group. First, there was more emphasis on retaining and utilizing
existing partners, instead of giving matching priority to new partners. Second, the orientation
was changed to incorporate returning partners by adding an additional half-hour to the end in
order to get new and returning partners to meet each other. Third, a Facebook group page was
created for each semester. Per discussion in the findings section of the previous assessment
report, a survey was composed to assess the experience of the domestic partners, and gain
feedback on any of the changes that had been implemented.
ASSESSMENT PROCEDURE
A 10 question SurveyMonkey® survey was sent to a total of 56 participants via email. The
participants were the domestic partners who partook in the program over the 2011-2012
academic year. Of the 56 participants, 29 were returning partners who had participated in the
program for at least two semesters.
The survey was sent out on Friday, March 30th and again Monday, April 16th. The survey was
closed on Friday, April 20th. Since previous surveys have received a small response rate, there
was an incentive provided for participation: FSSS randomly awarded three $25 UMoney awards
to individuals who provided their names on the survey (names remained confidential).
The survey was composed of ten questions, nine were program related and the last one was
optional for individuals who wished to enter into the drawing. The goal of the questions was to
find out why they joined the program, investigate how much interaction they had with their
partner, and get a sense of their overall satisfaction with the program. There were also questions
related to recommendations which were made after the focus groups last spring. These questions
sought feedback on social networking, the perceived effectiveness of the orientation program,
and suggestions for improvement in networking and events.
The questions contained a mix of both closed and open-ended answers, and provided opportunity
for “other” responses so as to give direct feedback about the specific question.
The first four questions were focused on why the students joined the program, what parts of the
program contributed most to their experience in the program, and how the students viewed the
relationship they developed with their partners. The next two questions were more specifically
related to the helpfulness of the New Partner Orientation, and how often the students utilized the
Global Partners Facebook group page. The last three questions addressed their overall
satisfaction with the program, any positive or negative changes they noticed with programming
over the last year, and, finally, suggestions for improving the program.
FINDINGS
25 people completed the survey, yielding a 42% response rate.
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For the purpose of this analysis, the term “partner” indicates the American (or experienced
international) students in general, which is also the group surveyed. “Match” indicates the new
international students who are matched with these partners.
The responses were analyzed by first looking at why students joined the program, what
contributed most to their experience with their partners, how often they interacted with their
partners, and their overall level of satisfaction. This was done to get a feel for who the
participants are – an overall picture of the participants, and a background for evaluating their
satisfaction with the program. Next, responses about program changes were evaluated. Openended answers and suggestions are incorporated in the analysis for a better understanding of the
results and future plans for the program.
When asked why they joined the Global Partners program, students were provided a list of
reasons and asked to rank their importance on a Likert scale rating from one (most important) to
five (least important). Thirteen respondents (54.2%) stated that their interest in foreign cultures
was a primary reason for joining the program, while eight respondents (32%) indicated that the
social opportunity provided by the program was most important. Additionally, seven
respondents (28%) indicated previous international experience to be the most important
influence. The factors which scored lowest were “paying-it-forward,” and “related to area of
study.” Notably, ten respondents (40%) stated that the volunteer opportunity provided by the
program was an important factor in their decision to be part of the program, even if it was not the
“most important” factor.
When asked what contributed most to their relationship with their partner, fourteen (56%) said
private activities contributed most, with orientation taking second place (36%). Interestingly,
twelve (48%) stating sponsored activities were the factor that contributed least to their Global
Partner experience, which indicates that changes should be made to improve these activities.
According to respondents, eleven people (44%) noted that they viewed their relationship with
their global partner to be that of a friend, while ten (40%) considered their match as an
acquaintance. Nine respondents (36%) saw their partners a few times a month, seven (28%) saw
their partners about once a week, six (24%) about once a month, and three (12%) never saw their
partners beyond orientation.
There was very little open-ended feedback to these questions with which to make the picture of
participants more vivid. However, what can be gleaned from these responses was that the
American Global Partners were part of the program because of their general interest in foreign
cultures along with the social opportunity the program provided. These students take the
initiative to meet with their partner for activities outside the program, more than a quarter of the
respondents saw their partners about once a week, and one-third several times a month. It is not
surprising, then, that more than half of the respondents consider their partner to have become a
friend, as opposed to simply an acquaintance.
When asked about their overall satisfaction with the program, eight respondents (32%) indicated
they were “very satisfied,” and eleven (44%) were “satisfied.” Six respondents (24%) stated that
they were “somewhat dissatisfied.”
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When examining the comments throughout the survey, the most common theme was that the
student or their partner was simply too busy to connect. When looked at in light of the frequency
of contact between partners, this would also appear to be the biggest cause of dissatisfaction.
Other comments (3) related to satisfaction level include perceived disinterest and/or lack of
commitment on the part of the international partner, and simply a lack of interpersonal
connection (2 comments). This is something that can be asked about during the initial interview
process of the students, and can be discussed during the orientations, but unfortunately can only
be controlled by the students themselves. What can be controlled, however, is the improvement
of the orientation and social networking opportunities.
When asked if the orientation program was helpful in developing a relationship with their
partner, fourteen respondents (56%) found the orientation “somewhat helpful,” while seven
respondents found the orientation “very helpful.” Only four respondents did not find the
orientation helpful, and through the open responses included with this question, two of those
individuals were not able to attend orientation. Other comments were made suggesting a game
which would allow the partners to work together, an icebreaker which would get the entire group
(partners and matches) to know each other, and having a planning meeting for the partners prior
to the program starting. This information implies that students need more interaction rather than
simply sitting through an information session. Incorporating an icebreaker and team building
exercise would be a benefit to the orientation.
About half (56%) of respondents said they utilized the Facebook Group Page, which correlates
with the actual percentage of Global Partners who joined the page during the two semesters that
it was active (Fall’11 & Spring’12). Students suggested that they be allowed to post personal
events on the group page, which was always available to them. One respondent commented that
they didn’t even know there was a Facebook page. It appears that many partners are not hearing
about the Facebook group page which is and has been updated for the past three semesters.
Including more information about the Facebook group and interacting with students about the
page during the orientation should help domestic partners become more involved.
One question for returning partners asked if they noticed any changes – positive or negative –
that had been made to the program within the last year. This question was skipped by ten
respondents, and five individuals commented that it was their first semester participating. This
means that there were ten responses from returning partners, four of whom noted that they
noticed a greater number of program events, and two commented that they were made more
aware of activities in general. Two said that they did not notice any difference, while the
remaining two simply commented on their relationship with their partner.
Finally, when asked if there were any suggestions for improving the Global Partners Program,
there were fifteen responses. Three respondents requested more activities, another three
suggested creating opportunities for the partners to interact prior to and during the orientation,
and one suggested a weekly or by-weekly list of events to be posted on the Facebook page. Nine
were not substantive, either being personal comments or stating that they did not have any
suggestions. The remaining suggestions continue to reflect sentiments stated throughout – that
partners are looking for more activities as a group of partners, more networking opportunities
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and activities for partners and matches, and more information about local events for all program
participants. The recommendations listed below reflect the themes listed throughout the analysis,
and are also reflective of ongoing changes to programming which began last year.
RECOMMENDATIONS
The recommendations below are intended to enhance team building, foster program ownership
among the partners, and increase participation in program sponsored activities. A standard
message repeated to partners beginning with recruitment and through orientation is “the program
is what you make of it.” The recommendations will be implemented during the upcoming
academic year (AY 12-13) to provide partners the opportunities to do just that. If FSSS provides
more opportunities for the group, partners should be better able to nurture their relationships with
their matches. These recommendations are based on both the evolving recommendations made
during last year’s assessment, and the comments and suggestions made by the respondents.
Partner Orientation Improvements
Orientation is the clear place to start with regard to enhancing group dynamics. Changes to
orientation began in 2011 by emphasizing the role of returning partners and incorporating them
into the new partner orientation. The question about whether orientation was helpful in
developing a relationship with their partner was only part of the equation. A good portion of
orientation is helping the partners form a relationship and a connection with each other in the
program. This group cohesion serves to provide a greater opportunity for all the students to get
to know each other and network, thereby also getting to know more of the new students.
Based on feedback from this survey, there will be two additional changes made to the structure
of orientation in the upcoming year. First, there will be a group problem-solving exercise
included during the “new partner” portion of the orientation which will create an opportunity for
students to interact in smaller groups and get feedback from the group as a whole. The second
change will be added during the “returning partner” session at the end of orientation.
Having a planning meeting prior to orientation is a difficult option, simply because the majority
of students do not return until just before the semester begins. In order for students to become
more involved with sponsored events, there will be a portion of the orientation set aside during
the “returning partner” session to create an environment for students to brainstorm and come up
with their own ideas for activities. Students will be broken into groups and given time to come
up with an idea, figure out logistics for implementing such an event (with the help of the
program coordinator), and present the event to the group. The group will then vote on two
events to have during the program. This will serve two purposes. First, it will allow students to
interact and get to know each other. Second, students will learn various dynamics of creating
and implementing events and encourage participation in events by enhancing ownership of them.
Icebreakers during Matching Party
The matching party is where the partners meet their matches, and it takes place immediately
following the orientation. This is the one time during the program that the entire group is
together, and provides a great opportunity for the entire group to interact. There will be two
additions made to this party which will encourage this interaction. First, when students sign in
upon arrival, their name tags will include the line “ask me about.” This is a simple way to
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encourage discussion among the students. Second, a human scavenger hunt will be passed
around, and the new pairs will work together to complete it. An incentive will be provided to the
winner(s).
More social networking information via Facebook
Students should be encouraged to join and be active on the Facebook page. In order to promote
this, more information will be provided during orientation, and students will be encouraged to
post activities and events that they know about. Furthermore, a link to the Facebook group page
will be distributed at the matching party, and an announcement will be made regarding this.
Finally, the events listed in the weekly newsletter sent from Foreign Student and Scholar
Services will be posted on the Facebook group page throughout the semester.
More activities
Though there have been several requests for more activities, there are time and budget
constraints which limit the number of events that can be sponsored and subsidized by FSSS.
This is especially true considering that, up to this point, attendance at sponsored activities has
been inconsistent at best. Through the orientation enhancements listed above, the hope is that
students will be more involved in the implementation of events. If this is the case, it would be
possible to support more activities initiated by the students by simply providing logistical
support and guidance. This will be strongly encouraged during orientation, especially when
considering what sponsored activities the group votes for among themselves.
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