st
Andreea M. Serban, Ph.D
Vice Chancellor, Educational Services & Technology
Coast Community College District
President, California Colleges for International Education aserban@cccd.edu
Rosalind Latiner Raby, Ph.D.
Director, California Colleges for International Education
(CCIE) rabyrl@aol.com
www.ccieworld.com
League for Innovation Conference March 4, 2014
1

• International Student Programs – what are key components and strategies for success?
• Internationalization – what is it and how it gets done?
• Study Abroad – what differences does it make?
• Bringing it all together – holistic, comprehensive institution-wide, sustainable internationalization
2

• Established in 1985, California Colleges for International Education
(CCIE) is a non-profit, educational consortium of 84 of the 112 California
Community Colleges.
• CCIE is dedicated to the ideal of increasing international understanding through education. The goals of the association are to:
– encourage development of an international perspective in community college classrooms;
– increase awareness of and encouragement in international development through technical education;
– promote opportunities for sharing of international/intercultural expertise;
– form liaisons between national organizations and consortia involved in international and intercultural education activities;
– provide an international and intercultural education resource body to the
State Chancellor's Office of the California Community Colleges.
3

• AACC and ACCT 2006 Joint Statement
– “We live in a time of continuous economic and social change driven by increasing globalization.”
• AACC Reclaiming the American Dream – 2012
– “It is important that college graduates, whatever their location, be not just globally competitive but also globally competent, understanding their roles as citizens and workers in an international context.”
4

• Innovation
– Need for visionary leadership to transform communities
• Embrace non-traditional educational pathways that offer intensive learning experiences that provide transformative learning
• Adaptability
– Respond to globalization, internationalization, and change
• Comprehensive Internationalization
– Integration as a foundation for educational change
5

• Past arguments focus on how to find funding
• Need to fundamentally redesign to see internationalization as a societal investment
• The choice is to make a choice
• Philosophy of open access is placed at risk if fouryear college students have access to international literacy but community college students do not
6

• MYTH: International education is not pertinent to community college student needs
FACT: International literacy provides the necessary building blocks for comprehending issues of local, national and international importance and provides skills that allow students to become employable for a job market whose context is constantly changing.
• MYTH: Local communities do not support internationalization
FACT: Many local communities already are connected to internationalization through family, friends and business. Support already exists through student and community programs.
7

• MYTH: International Students take away seats from domestic students, who are often under-represented domestic students
FACT: Revenue pays for faculty salary, college materials, college equipment, and college services
– Enrollment of international students is on top of local enrollment caps. That means there will be a maximum number of domestic students regardless of the number of international students brought in.
– Cost: $ 50,000 (minimum)
• Salary for those working for international admissions, academic counseling, immigration advising, recruitment/marketing, SEVIS federal regulation (salary, benefits)
– Cost Benefit:
• Tuition gain for 15 international students is about $ 75,000 & taxes to local community are $ 444,000
• Tuition gain for 50 international students is about $ 214,970
• About 30 international student will generate the revenue equivalent the compensation of one full-time faculty position
• 200 international students: tuition gain is $ 1.2 million
• Note – revenue above does not include additional revenue to bookstore, parking, and food services.
• Additional faculty open new classes in which most students are domestic. Certain departments and programs depend on international student enrollment which ensures that classes are kept open and, hence, benefit domestic students. In many cases, the tuition from 3 international students will be enough to open a section which then allows another 20+ domestic students access to the class.
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• CCIE 2014 Survey of 86 California community colleges
– 56% of colleges have less than 1% of their students as internationals
– 20% of colleges have 1% - 1.9% of their students as internationals
– 15% of colleges have more than 4% of their students as internationals
• Nationwide: Many smaller colleges have larger percentages of international students than larger colleges
• Nationwide: Most all colleges can significantly increase their international student population
9

• 2012-2013: 74,334 (nationally)
• Top 10 colleges
– Houston (TX): 5,333; Santa Monica (CA): 3,471; DeAnza (CA): 2,728;
Lone Star (TX): 2,112; Northern Virginia (VA): 1,901; Seattle Central
(WA): 1,718; Diablo Valley (CA): 1,663; Montgomery (MD): 1,627; Miami-
Dade (FL): 1,579; San Francisco (CA): 1,559
• Ranks 11 – 25
– Green River (WA): 1,559; Santa Barbara (CA): 1,496; Foothill (CA):
1,483; Edmonds (WA): 1,266; Richland (TX): 1,193; Nassau (NY): 1,150;
Borough of Manhattan (NY): 1,145; Pasadena (CA): 1,142; Bellevue
(WA): 1,050; Bunker Hill (MA): 842; El Camino (CA): 820; North Seattle
(WA): 817; Peralta (CA): 772; Portland (OR): 760; Shoreline (WA): 752
– California remains the leading host state with 77,987 international students. 13 of the top 40 enrollments are at California Community Colleges
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International Student Programs Key
Components
• Strategies for Marketing and International Student
Recruitment
• Guaranteed Transfer and Partnership Agreements with U.S. and Foreign Colleges and Universities
• Instructional and Student Services Support
• Internal Funding Model
11

•
– Increased competition from other community colleges nationally who ARE giving funding
•
– Limited counselors; advisors; immigration specialists
•
12

• Marketing and advertising with multiple publications and agencies - both print and on-line advertisement.
• On-going visits and in-person presentations & outreach to local language schools.
• Promotional materials to various partners and agencies abroad.
• Partnership agreements with international recruiters.
• Participation in overseas recruitment fairs and expos.
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– Paying international recruiters based on how many international students they deliver
– Federal law bars the use of commissions in recruiting U.S. students
– National Association for College Admission Counseling (NACAC) voted in November 2013 to permit international recruiters
• Section I.A.3 stipulates that member institutions will “not offer or accept any reward or remuneration from a secondary school, college, university, agency or organization for placement or recruitment of students in the United States. Members who choose to use incentive-based agents when recruiting students outside the U.S. will ensure accountability, transparency and integrity.”
• The new policy will take effect in November 2014.
• NACAC is developing requirements for transparency, accountability and integrity to streamline process and avoid unethical behaviors
– 1/5 of four-year institutions currently use commissioned agents
• Increasing professionalization of agency organizations
– Several countries have passed the International Students Bill of Rights
• International Students have the right to promised services and protection of their own interests
– Questions of cost-efficiency
– $ 30,000 (tuition gain from 3-5 students) - can allow 1 well-trained staff to attend one 3-week trip to Asia (fairs, school & government agency visits, alumni events, shipping & travel). Meet with locals, and U.S. State Department education advisors cements long-term relations.
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• Non-rich students have limited access to college information.
• Agencies are cost-effective for colleges that have few employees.
• Being engaged in several markets is daunting from a resource perspective.
• Traditional recruitment requires up-front investment in staff time and travel, with little or no guarantee of return; lead time for success is significant; results are unpredictable.
• Paying a fee derived from the tuition a student pays upon enrollment shifts the uncertainty of investing in an up-front cost.
• Agencies can focus in on countries & majors to help with college plans.
• Agencies who speak the language and know the culture can reach out to students and help them decipher complex admissions & testing policies.
• Agencies with network of offices have a wide reach, and in cultures where a personal touch is needed, provide efficient and ethical contacts.
• Top agents have been in business for 20+years.
15

• CCCD has a dual admission program in which students admitted to any of its three colleges are guaranteed admission at the same time to one of ten four-year universities, if they meet the academic requirements. These universities are located throughout the country, including
California, Iowa, New Jersey, Michigan, and
Florida
• Multiple international transfer guarantee agreements with many U.S. four-year colleges and universities
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• Partnership agreements for 1+2 and 2+2 programs
• Special programs, i.e. Saudi Arabia scholarship program – 2013 first year to include selected community colleges on the approved list of US higher education institutions
• Understanding challenges and opportunities in specific countries
– China – significant invest from the Chinese government which provides an amount of money annually to many higher education institutions to have a number of their faculty travel and be trained abroad and to students to study abroad for short periods
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• Dedicated International Student Program Office appropriately staffed
• Orientation
• Challenges of advanced placement testing using college placement tests; limitations from test publishers
• International student clubs
• Housing
• Partnerships with the local community
• Opportunities for internships while enrolled and post-graduation study and training
• Establish eligibility to issue both F1 and J1 visas
18

• Internal funding of international student programs must ensure long-term commitment and support
• Economies of scale
• Building predictable incoming cohorts of international students
19

• Conduct an assessment of existing internal capacity
• Set a target/goal regarding number of international students per year and country representation
• Develop a plan for the international student program
– Timeline to build infrastructure
– Dedicated staffing
– Recruitment and support services strategies
– Funding
• Targeting markets
– Main market
– Peripheral markets
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• Determine goals for recruitment strategies (e.g., 10 new international students in year one from X activities) and benchmarking
• Provide arrival support services for international students
(e.g., transportation from airport, housing arrangements, banking)
• Recruitment strategies (can you budget for oversees travel and what kind of travel)
• Institution-wide buy-in and leverage all resources
(language specialists, faculty)
• Build legacy – success takes time and long-term commitment
21

100,0%
90,0%
80,0%
70,0%
60,0%
50,0%
40,0%
30,0%
20,0%
10,0%
0,0%
SERVICES PROVIDED TO INTERNATIONAL
STUDENTS:
92,9%
78,6%
71,4%
64,3%
53,6%
46,4% 46,4%
28,6%
22

80,0%
70,0%
60,0%
50,0%
40,0%
30,0%
20,0%
10,0%
0,0%
Need more institutional support
Needs of International Student Directors/Coordinators
Need more budget for marketing
Need more budget for sitevisits
Need more budget for other
Need more staff World economic recession
Other
23

CCIE Annual Survey: 2014
What Colleges Can Do to Support International Student Offices
Other
Website and recruiting; marketing
Full time office staff
On campus housing/more housing options
More staff/campus support
More funding to programs
Additional academic support without extra cost
Stronger ESL/ESOL programs
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0%
24

•
– Campus committee
– Faculty development
– Domestic Student/International Students Club
– Campus-based activities (beyond IEW)
– Alumni connections
– Linking international programs to completion success
25

• No set revenue stream
– No line-item in college budget
• Coordinators who work for “free” or limited release time
• Proliferation of “renegade” faculty
• Limited Campus Office and Cross-Campus Connections
– Domain of singular faculty/administrator or department
•
– 16 of the top 20 colleges come from California
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It is not surprising that large numbers of underrepresented and low-income community colleges students study abroad
IIE Open Doors - 2012:
Race Community College % University %
White/Caucasian
Hispanic/Latino
Multiracial
69%
13.1%
9.1%
83%
5.4%
1.2%
African-American 5.0%
Asian-American Pacific Islander 3.4%
Native American/Alaskan Native 0.5%
3.5%
6.3%
0.6%

Study Abroad Benefits
• Growth in interpersonal skills & reduction in cultural stereotypes
– Short-term programs have growth in academic knowledge
– First Generation and Immigrant students re-learn their own cultures and histories
– All students have life-altering experiences
• Increased empathy toward and understanding of politics and social service, cultural development and global relationships
• Participation supports Community College
Completion Agenda
– Increased GPA upon return
– Greater chance of transfer & graduation and within shorter periods of time
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• Impact of California community college study abroad on retention, transfer, and college completion. Special focus on impact for
Hispanic Students.
• A set of 476,708 first-time college students who had the same characteristics and who showed a credit enrollment that was not concurrent with high school enrollment but did not have a record of an earned college-level degree or certificate were tracked from
Fall 2004 to Fall 2009 in three-year sequences.
• Regression techniques compared the cohort on key outcomes such as year-to-year retention, curricular progression, completion of transfer level English and math, degree and certificate attainment, and transfer.
29

100%
80%
60%
40%
20%
0%
Study Abroad
89% non-Study Abroad
58%
62%
56%
Unadjusted Regression Marginal Means
30

100%
80%
60%
40%
20%
0%
Study Abroad non-Study Abroad
72%
40%
45%
36%
Unadjusted Regression Marginal Means
31

100%
80%
60%
40%
20%
0%
Study Abroad non-Study Abroad
77%
30%
17% 15%
Unadjusted Regression Marginal Means
32

100%
80%
60%
40%
20%
0%
Study Abroad non-Study Abroad
47%
18%
Unadjusted
8% 6%
Regression Marginal Means
33

60.0
50.0
40.0
30.0
20.0
10.0
0.0
Study Abroad non-Study Abroad
48.6
37.6
24.0
25.1
Unadjusted Regression Marginal Means
34

4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Study Abroad non-Study Abroad
2.88
2.27
2.42
2.25
Unadjusted Regression Marginal Means
35

20%
15%
10%
5%
0%
Study Abroad non-Study Abroad
17%
5%
4%
3%
Unadjusted Regression Marginal Means
36

50%
40%
30%
20%
10%
0%
Transferring within 3 Years
Study Abroad non-Study Abroad
40%
14%
Unadjusted
12%
8%
Regression Marginal Means
37

100%
80%
60%
40%
20%
0%
Hispanic Student Outcomes
One Year Retention
Study Abroad
93% non-Study Abroad
71%
57%
64%
Hispanic Unadjusted Hispanic Regression
Marginal Means
38

Hispanic Student Outcomes
Two Year Retention
Study Abroad non-Study Abroad
100%
80%
60%
40%
20%
0%
82%
39%
54%
44%
Hispanic Unadjusted Hispanic Regression
Marginal Means
39

Hispanic Student Outcomes
100%
80%
60%
40%
20%
0%
Transfer English Success in 3 Years
Study Abroad non-Study Abroad
81%
24%
35%
32%
Hispanic Unadjusted Hispanic Regression
Marginal Means
40

Hispanic Student Outcomes
Transfer Math Success in 3 Years
Study Abroad non-Study Abroad
100%
80%
60%
40%
20%
0%
42%
11%
20%
17%
Hispanic Unadjusted Hispanic Regression
Marginal Means
41

60.0
50.0
40.0
30.0
20.0
10.0
0.0
Hispanic Student Outcomes
Study Abroad non-Study Abroad
49.1
19.8
36.7
24.2
Hispanic Unadjusted Hispanic Regression
Marginal Means
42

Hispanic Student Outcomes
Study Abroad non-Study Abroad
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2.68
2.04
2.41
2.23
Hispanic Unadjusted Hispanic Regression
Marginal Means
43

Hispanic Student Outcomes
Study Abroad non-Study Abroad
16%
20%
15%
10%
5%
0%
4%
8%
6%
Hispanic Unadjusted Hispanic Regression
Marginal Means
44

Hispanic Student Outcomes
Transferring within 3 Years
Study Abroad non-Study Abroad
50%
40%
30%
20%
10%
0%
31%
9%
17%
11%
Hispanic Unadjusted Hispanic Regression
Marginal Means
45

Change Campus Community
• Student Level
– Students believe they can study abroad
– Blogged, Visible (people are using international literacy), Expected
(I’m the only one who is not going abroad)
• Faculty Level
– Faculty and administrators express a knowledge of international education & College supports significant participation
• Administrative Level
– Internationalization is mainstreamed into all administrative activities
– Integrated clear policies & procedure
• Executive Level
– International Education represents value-added to education
– Articulate observed benefits of international education
– International education listed in all admissions materials and promotion activities
46

Visible On Your Campus
• International Education Office
• That has full-time and professional staff
• That is centrally located
• That has consistent and sustained funding
• International Sub-Committees
• Create for Academic Senate; Curriculum Committee; Student
Government, etc.
• Included in Campus policy
• Mission
• Annual Priority/Plans
• Included in Campus-sponsored activities
• Acceptance, Counseling, Financial Aid Letters
• Orientation
• Pictures, Videos, Blogs on College Web site
• Campus promotion activities
47

Leadership Change Model
1.
• College mission and other policies
• Connection with other college programs
• Institutionalize as part of overall college experience
• Understand that Internationalization occurs in ALL classrooms, through distance service, experiential, individualized and other modes of learning
• Can be done: no matter how small the college
48

Leadership Change Model
2.
Support from All Stakeholders to
Prioritize the Multiplicity of Learning
Experiences that Contribute to Global
Workforce Preparation
• Student Government, Faculty Senate, Curriculum
Committee
• Campus-wide Committee (establishes & maintain programs, faculty selection, risk-management, ethics)
• Registrar’s office, web-master & counseling/financial aid staff
• Senior administration who initiate and support reforms
& Faculty who teach in these programs
• Trustees who support this policy and practice
49

Leadership Change Model
3.
Transparent Budget
• Diverse Revenue Stream
• Faculty development to connect Education Abroad with
General Curriculum
• College foundation (for scholarships funds & donor outreach); trustee orientation, and college-industry partnerships
• Secure budget to support advising, site visits, evaluations, conference training, internationalizing curricula
• Similar to other small, yet labor intensive academic programs, international education is a cost effective learning activity through the knowledge and experiences that are eventually mastered
50

Leadership Change Model
4 . Staff with Dedicated Positions
– Staff who have influence and skill sets to build instructional networks
– Job success is NOT measured in a percentage increase in total FTE, but in how international education and study abroad are woven into the college curriculum
– Consistent emphasis to bring in NEW faculty, staff and administrators to ensure growth and provide sustainability over time
51

Leadership Change Model
5.
Coalitions: State; Regional; National and
Thematic
• American Association of Community Colleges (AACC)
• NAFSA - EA-KC-CC (Education Abroad Knowledge
Community – Community College Group)
Ccea-L@listserver.itd.umich.edu
• CCID – Community Colleges for International Development
• IIE - Institute for International Education
• Forum on Education Abroad
• California Colleges for International Education www.ccieworld.org
52

Leadership Change Model
6.
Internal and External Compliance
– Assessment and evaluation
– Accreditation Standards
– Legal & Risk Management
– Ethics & Standards of Best Practice
• Forum: Standards of Best Practice (2007) & Code of Ethics for Education Abroad (2008).
– Measure Comprehensive and Complete Learning
Experiences
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• Community College Open Access defines opportunities
• Accept that international education is “life-changing” and, thus, a cost-effective strategy that is needed in high-value community contributions
• For many, their only opportunity to be introduced to
International Education is as a community college student
• Support as an essential component of the college and to support it in college missions and budget
• Such change is possible no matter the location or size of the college
54