International Student Enrollment Research Articles

Applying Behavioral Economics to Social Capital to Increase International Enrollment in U.S. Community Colleges

ABSTRACT At a time when international student enrollment has been declining at community colleges for more reasons than just the pandemic, this paper attempts to address a gap in the literature to assist community colleges with their enrollment by helping them recruit international students. While there are many suggestions for improving international enrollment numbers, they are often financially costly. Given the budgets of community colleges and how international students choose their post-secondary institutions, community colleges are best able to raise international enrollment by concentrating on improving the campus experience for their current international students. To do so, this paper is the first to apply insights from behavioral economics to see how they might help increase the social capital of international students to boost international enrollment. Outside the classroom, international students may be helped by the college employing behavioral biases such as the availability bias and status quo bias and the heuristic known as the foot-in-the-door to raise their social capital with domestic students and using the information overload and choice overload to increase their social capital with academic counselors. Inside the classroom, faculty members can employ behavioral biases like the appeal to authority and the in-group bias to help international students increase their social capital with domestic students.

Latest Open Doors report examines trends in international student enrollment

The Institute of International Education, in collaboration with the U.S. Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics since 1948 on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of American students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Identifying and Responding to Gaps in Services for International Graduate Students and Postdoctoral Fellows to Enhance the Graduate Community and Promote Quality Research Outcomes

The growing enrollment of international students in doctoral science, technology, engineering, and mathematics (STEM) programs in the U.S. has contributed to the need for an increase in specifically-designed programs, resources, and services that address the unique challenges of the international student population. When transitioning to the U.S. to pursue higher education, international students often experience obstacles, including language barriers, sociocultural challenges, and academic alienation, which significantly impacts the ability to successfully adapt to the new learning and living environment, oftentimes continuing throughout the duration of the program. Furthermore, international postdoctoral fellows engaged in STEM research fields may lack a sense of belonging due to similar barriers. The recruitment and retention of competitive international students and postdoctoral fellows directly impacts the quality and magnitude of research outcomes, while also enhancing and enriching the cultural diversity and experience of the graduate community. We use data collected from an international student and postdoctoral survey distributed to more than 65 students and 90 postdoctoral fellows as well as listening sessions to identify gap areas where additional resources are required and where modifications are needed to more productively serve the international population at Augusta University. Our findings indicate that international students and postdoctoral fellows experience more anxiety and isolation when they are not supported, personally, socially and academically, by their administrative leaders, faculty, peers, and surrounding community. Incoming students who were connected with current graduate students prior to their arrival to the U.S. experienced a greater level of support and were more confident and comfortable in their adjustment to society in the U.S. The implementation of additional events and experiences led by the responses of the international population, including research shadowing opportunities in on-campus laboratories, social gatherings connecting students and postdoctoral fellows of different cultures, writing circles and professional development workshops, and one-on-one sessions enhances community belonging and prioritizes personal and professional growth among this vulnerable student population. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The role of rankings in shaping the institutional enrollment of international students

The role of rankings in shaping the institutional enrollment of international students

The Impact of Visa Policy on Higher Education International Students

The globalization of higher education has led to unprecedented mobility among international students, transforming the educational landscape and posing intricate challenges influenced by visa policies. This research delves into the intricate interplay between visa regulations and the encounters of international students in higher education. By meticulously analyzing historical trends, government motivations, and the multifaceted impact on enrollment figures, economic landscapes, and social experiences, this study uncovers the nuanced realities of international student mobility. The significance of this research lies in its potential to inform policy frameworks and institutional strategies. Understanding the subtle dynamics of visa policies is not merely academic. It shapes the cultural, economic, and educational fabric of nations. As international student enrollment becomes increasingly competitive, comprehending the implications of visa policies becomes imperative. This study contributes a holistic perspective, bridging gaps in existing knowledge, and providing a foundation for policymakers, educators, and institutions to create inclusive, supportive environments for international students. The insights garnered here illuminate the path toward balanced visa policies that foster global academic exchange while respecting national security concerns, ensuring a vibrant, diverse, and thriving international higher education community.

Liberal arts education in transnational higher education: a comparative study of New York University and its international campuses

ABSTRACT Recent decades have seen rapid increases in the number of international campuses and student enrolments at these campuses. While research has indicated that international campuses often struggle to resolve the tension between global integration and local responsiveness, there is currently only a limited understanding of how these campuses navigate and address this tension in their curriculum operations. Combining document and interview data, this study compared the liberal arts curricula of two international campuses of New York University and explored the factors associated with differences in the curricula. The curriculum design is similar in that it places liberal arts at the core, but there are slight variations in the proportion and implementation of the liberal arts curriculum. Our analysis showed that international learning, the quality assurance system of the host country, and local relevance combine to shape the curriculum design. We further highlighted the importance of governance structures and internal organisational structures in the running of international campuses.

Experiences of International Graduate Students at Makerere University

The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

Alluvial Zones of Decolonizing Internationalization of Higher Education

Universities play a critical role in the “alluvial mixing” of Indigenous and Western knowledges, but at the same time they are reluctant to dismantle structures that support their ongoing epistemic ignorance, epistemic biases, and epistemic dominance and are resistant to dismantle hierarchies that maintain the status quo (Marker, 2019). Decolonization and internationalization of higher education does not exist in separate realities, but exists in alluvial third spaces that are often turbulent, contested, and contradictory. This article encourages researchers, faculty, and staff to rethink assumptions about long-standing, deeply-rooted policies, practices, and structures of international student recruitment and enrolment that are characterized by dominating neocolonial values and priorities and to reimagine the practice of recruiting international students and competing in the global international student market by centering primacy of place where “land is not a soulless commodity” to be exploited and profited (Marker, 2019).

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Language course enrollments droop Affirmative action for men? International student enrollment climbs again

Impact of Economic Growth on International Student Enrollment: A Comparative Analysis of Chinese Mainland and Taiwan

This study conducts a comparative analysis of the impact of economic growth on international student enrollment in Chinese mainland and Taiwan. Through regression analysis, this study discovered a counterintuitive negative relationship between GDP growth rate and international student numbers in China, suggesting additional factors beyond economic indicators influence student attractiveness. Potential variables such as tuition costs, visa regulations, and perceptions of higher education quality warrant further exploration. In Taiwan, the absence of a significant correlation emphasizes the prominence of cultural, educational, and policy-related influences. These findings highlight the need for comprehensive policymaking encompassing economic indicators, academic quality, cultural inclusivity, and support structures. By understanding these complex factors, both Chinese mainland and Taiwan can shape their international education strategies effectively, creating nurturing environments that cater to diverse student cohorts. This research contributes to a deeper understanding of international student mobility dynamics and informs strategies to enhance the attractiveness of higher education destinations.

Destination choices of international students in the Netherlands: A meso‐level analysis of higher education institutions and cities

AbstractThis study quantitatively investigates enrolments of international students using data that contains nearly every student in the Netherlands for the years 2016–2019. Using this data, we are able to perform a meso‐level analysis where we could investigate the characteristics of higher education institutions (HEIs) and cities in international student mobility. This research contributes to the literature by studying variation between HEIs and by focusing on actual enrolments instead of relying on survey results. Such meso‐level studies have thus far been very rare, especially on this scale. Although there are commonalities between types of degrees, we find mixed results for academic and city characteristics, and it appears that academic factors are more important for master students while for bachelor students city characteristics have stronger effects. The effect of having already existing stocks of international students appears to be important for all types of degrees. Aside from differences between bachelor and master students, our findings also suggest that HEIs might directly influence international student flows as this would explain some of our results. Although this study only focuses on the Netherlands, it opens up many avenues for future comparative research on the destination choices of international students and the role of HEIs.

International Students as Sources of Income? Moving Beyond the Neoliberal Framing of Internationalization

This paper focuses on international student mobility and the funding of higher education. We theorize that relying on international students for funding is stronger for institutions in developed English-speaking countries because they more often adopt marketization practices. Compared to Northern and Southern European countries, we find that they had the largest decrease in public funding and largest increase in private funding. The relative number of international students has also increased for English-speaking countries, but not for other country groupings. Furthermore, we found associations between public/private funding and international student enrollments, but these patterns were not uniform. These results show that a decrease in public funding and a reliance on international students as a source of income is not equally important everywhere. This opens new avenues for research on the marketization of higher education, including the role that differences between cultures and types of governments play in shaping international student mobility.

A Light at the End of the Tunnel

Over the last decade, North America has witnessed a tremendous growth in the enrollment of international students in higher education. Research shows that international students face various challenges and struggle to adjust in a new environment. They often experience stress, anxiety, loneliness, peer pressure, and financial issues, as well as, in some cases, forms of cultural, linguistic, and racial discrimination and inequities. This study explores the journey of an international student in North America while pursuing an undergraduate degree. Using autoethnography as a qualitative research method, I describe and systematically analyze my personal experiences as an international student. Through personal lived experiences and cultural differences, which intersect in ways that specifically speak to acculturative stress, oppression, language barriers, and academic challenges. These lived experiences and cultural differences intersect in ways that are often interconnected with social justice concerns. In conclusion, I call for providing more robust psychological, sociocultural, and academic support and services, which are crucial for international adjustment, stability and academic success. Additionally, I explain the importance of proper mentoring and peer support resources, which are necessary to navigate hurdles when transitioning into a new culture and academics, as well as in meeting everyday linguistic, social and practical challenges.

A study on intercultural adaptation of international students in universities from the perspective of cultural understanding

This paper aims to sum up some experiences in international student enrollment and management, so as to provide some experience reference and intelligent support for the international student work in universities. From the perspective of pedigree, this paper tries to answer and analyze the following three questions: the current situation of learning adaptation of Chinese students in Thailand, the dynamic influence process of different educational factors on learning adaptation of Chinese students in Thailand, and the improvement strategies of learning adaptation of Chinese students in Thailand. In this study, Krirk was tested by the cross cultural sensitivity scale designed by the American cross-cultural communication scholars Starosta and Chen Guoming, the cross-cultural awareness scale designed by K. Ushner, and the cross-cultural communication competence scale questionnaire designed by Spitzberg and William. A questionnaire survey was conducted among 58 universities by students. The results show that (1) there are significant differences in digital variables such as grade and language classification in cross-cultural awareness among Chinese students in Thailand; (2) There are significant differences in cross-cultural sensitivity of Chinese students studying in Thailand and on demo variables of language placement; (3) There are significant differences in demographic variables such as gender and grade in intercultural communication competence of Chinese students studying in Thailand; (4) There is a significant positive correlation between intercultural awareness and intercultural communication ability of Chinese students studying in Thailand, and intercultural awareness has a positive predictive effect on intercultural communication ability; (5) There is a significant positive correlation between cross-cultural sensitivity and cross-cultural communication competence of Chinese students studying in Thailand, and cross-cultural sensitivity has a positive predictive effect on cross-cultural communication competence.

An analysis of the evolution of Japan's international student enrollment policy

Since the 1980s, Japan, at the national level, has gradually strengthened the acceptance of foreign students through the "Plan on Receiving 100,000 International Students", "Plan on Receiving 300,000 International Students", "Plans on International Infrastructure Project" and "Super University Support Plan". Through the analysis of the internationalization policies and international student enrollment policies of Japanese universities at various stages, it can be found that the foreign student based acceptance policies of Japan have completed the transition from pursuing quantity to pursuing quality.

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Professor allegedly fired over in‐class preaching Community college students want better services Graduate international student enrollment rises

Nursing students' experiences of communication in a multilingual and multicultural clinical environment: Aqualitative study.

The aim of this study was to investigate nursing students' experiences of communication in a multilingual and multicultural clinical environment. Effective communication in a healthcare setting plays a crucial role in patient care. Yet, since universities, globally, have experienced an increase in the enrolment of both local and international students in various degree programmes, student populations have become increasingly multilingual and multicultural. This study was conducted in a multilingual country where many languages are not spoken by all citizens, which results in nursing students experiencing varied outcomes. A qualitative, explorative, descriptive research design was used. Sixteen nursing students enrolled in either the Bachelor of Nursing Science (Clinical, Honours) or the Diploma in Nursing Science. Data were collected by means of in-depth, semi-structured interviews with a sample of 16 nursing students who were selected through convenience sampling. Data were analysed using thematic analysis. The study revealed four themes: aspects that complicate communication; interesting aspects about communication; the need for communication assistance; and the need for policy intervention, which is key to addressing challenges in multilingual clinical environments.

Settler nation-building through immigration as a rationale for higher education: a critical discourse analysis

ABSTRACT As education-migration (edugration) blurs the line between international student and immigrant recruitment in some jurisdictions, higher education admission is becoming linked to settler nation-building projects. Using critical discourse analysis, this article examines the Canadian higher education sector’s response to COVID-19 through pre-budget submissions to the House of Commons of Canada Standing Committee on Finance for the 2021 federal budget. Findings demonstrate how institutions instrumentalized international students to position themselves as valuable actors in Canada’s immigration regime and justify their requests for public financial support. In this way, nation-building through immigration – both globally, as an imperial power, and domestically, as a colonial power – is now a new societal role of higher education which is becoming hegemonic within institutions. This is significant because, as higher education’s purposes align with those of economic immigration, the sector not only fails to interrupt, but itself reproduces, systemic patterns of border imperialism and settler-colonialism. The article urges higher education institutions to (1) more deeply consider how a reliance on international student enrolment is impacting its societal roles, while also (2) avoid exceptionalizing the present by recognizing that higher education has long functioned in the service of the state as a colonial and imperialist power.

Bilingual education in a globalized age: an ecological perspective on two Chosonjuk schools in China

ABSTRACT Drawing on ecological perspectives, this study investigates changes in the bilingual education of ethnic Koreans in China in the context of globalization. Focusing on two Chosonjuk (ethnic Korean in China, 중국조선족, 朝鲜族) schools in Northeast China that experienced challenges due to declining enrollment as a result of the increasing popularity of attending Han (ethnic Han Chinese, 汉族) schools, this study discusses the ways in which these two schools repositioned their bilingual programs to leverage the Korean (Chosonmal, 朝鲜语) and Mandarin (Putonghua, 普通话) languages as linguistic capital and the ways in which such repositioning affected the school choices of Chosonjuk families and other student families. Our findings show that these two schools implemented a series of changes, including the provision of individualized instruction to students to meet their specific needs and the enrollment of Han students and international students from South Korea who were interested in learning the Korean or Mandarin languages. These practices increased the attractiveness of the two schools to families with a variety of needs and concurrently created an inclusive educational environment for the students.

Best and brightest? The impact of student visa restrictiveness on who attends college in the US

Before the COVID-19 pandemic, student F-1 visa applicants faced a 27 percent refusal rate that varies by time and region. Recent immigration policies have created uncertainty in whether international students will receive their visas. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences the enrollment of international students in the US. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.