New AIRC Website to Drive Stronger IEM Community Building and Knowledge Sharing Live on February 24, 2025

As a member of the U.S. for Success Coalition’s Advisory Council, we are pleased to share the following updates with the AIRC community. Quarterly Update (covering the period from November 2024 to January 2025) What Our Coalition Leaders are Saying To mark the one-year anniversary of our coalition, we issued a press release: U.S. for Success Coalition Sets New Goals and Welcomes New Members to Achieve International Student Success . See our 2025 Coalition goals here . Following the election, a number of our Executive Committee members issued statements and recommendations for the new Administration. Defending and Maintaining the Integrity of our Student Visa Programs On January 28, 2025, NAFSA’s Joann Ng Hartmann and Jill Allen Murray issued a fact-based response to alleged abuse of the U.S. Student Visa system. In Alleged Abuse of the U.S. Student Visa System: A Fact-Based Response , they make important clarifications on issues such as student visa status, student visa integrity, international student transfers upon entry, curricular practical training, and the role of associations and coalitions. Late last year, the U.S. for Success Coalition established a Visa Integrity Task Force to explore whether there are issues that need to be addressed in order to ensure the security of our system continues to serve the vast majority of international students and higher education institutions who are adhering to responsible, ethical practices. As a coalition, we are committed to the success of international students, and as such, we have a vested interest in preserving the integrity of the F-1 and J-1 student visa categories. There will always be those who will try to take advantage of existing visa categories and pathways for other purposes, and we aim to minimize any bad actors to ensure the vast majority of students and higher ed institutions who are using the system with integrity can continue to do so. Our Visa Integrity Task Force is currently focusing on preparing a brief informational document to address the alleged improper use of initial school transfer by arriving F-1 students. Steve Springer, Director, Regulatory Practice Liaison of NAFSA, serves as chair, with support from task force member representatives of the following organizations: AACRAO, AIRC, ICEF, NAFSA, and Shorelight. Higher Education Engagement: Resources and Upcoming Events The U.S. for Success Coalition continues its working group, chaired by Joann Ng Hartmann of NAFSA and Kate Campbell of IIE, to strengthen the Coalition’s work with U.S. higher education institutions in order to increase and diversify international student enrollment and post-graduation pathways across all U.S. states and territories. Our 2025 goals for this part of the coalition’s work are to: Share advocacy opportunities with coalition members and their respective higher ed institution (HEI) members to increase and diversify international student success in the United States; Share relevant data from the coalition’s leadership about market trends in student mobility and enrollment; Uplift best practices for student success; and Serve as a connector for higher education institutions across multiple organizations. We were pleased that so many of you were able to join our welcome event on December 4 with higher education institutions. There will be additional sessions on how U.S. higher education institutions can benefit from the coalition’s work at the upcoming March AIEA conference in Houston, Texas, and the May NAFSA Conference in San Diego, California. What We Can Do Together United, informed and vocal, together we can make change happen. As noted in Erica Stewart’s emails to Connecting Our World advocates (if you haven’t signed up to receive those emails, you can do so here ), here are a few things we can all do: Share the impact of recent Executive Orders on your students, college or university and community. NAFSA has distributed this brief questionnaire, intended to help better understand the immediate and potential impact of recent executive actions by the Trump administration affecting international education and exchange programs, DEI (Diversity, Equity, Inclusion) programs, National Institutes of Health (NIH) research funding, and extreme vetting of international students and scholars. You may submit this anonymously and without providing contact information. Bookmark NAFSA’s online “go-to” resource to stay abreast of the current administration’s executive orders and other federal actions affecting international education. Note the URL shortcut of nafsa.org/current-us-administration . The Presidents’ Alliance on Higher Education and Immigration is also regularly adding resources to its website for all immigrant populations: undocumented, international and refugee students. The f ederal policies category provides a summary of how the recent Executive Orders and other actions impact different groups of non-citizen students - including international students . The Presidents’ Alliance also recently launched the newly revamped Higher Ed Immigration Portal to help users find crucial data, advocate effectively, and fuel change at the federal, state, and campus levels. Take Action : In addition to educating about the human difference that international students make, we must also educate policymakers about how international students help to lower costs for U.S. students and bring revenue to local businesses (food, retail, housing, etc). Use NAFSA’s Take Action tool to share the latest economic value data with your elected officials in Congress. Gather your stories. Promoting a positive narrative about international students will be vital to our success in protecting against policies that would damage our ability to attract and retain these students. We need to be sure we are ready to tell our powerful stories about what’s at stake if international student visas were to be denied or revoked or if international student programs are undermined or called into question. We all know that when international students choose the United States to study, live and work, we all benefit. As you gather your stories, if you would like to share them with the Coalition’s leaders for advocacy, you can enter your stories in box #5 of the questionnaire on NAFSA’s website. Additional Resources from Our Advisory Council Members For each quarterly update, we intend to share relevant data from the coalition’s leadership about market trends in student mobility and enrollment. Here are some recently released reports from Advisory Council Members ApplyBoard and IDP: ApplyBoard has released two reports you may find useful for our own planning and analysis: What Were the Fastest-Growing Destinations for International Students in 2024? TOP TRENDS IN INTERNATIONAL EDUCATION FOR 2025 AND BEYOND Navigating Global Student Mobility IDP issued a new white paper, co-published with inSpring: “ Connecting Industry & Education: International Talent as a Solution to the U.S. Labor Shortage .” The United States is facing a critical labor shortage, fueled by demographic headwinds and an increasing demand for skilled labor. The 1.1 million international students already in the country, trained with in-demand skills and eager to work, represent a powerful solution. Despite clear benefits, these talented individuals remain an underutilized resource. Download IDP’s white paper , which takes a deep dive into:  Causes of the U.S. labor shortage and most-impacted states and industries International talent as a workforce solution Available employment pathways Benefits of international students to the U.S. economy Case studies of a higher education institution, an employer, and an international student Priority actions for how education and industry can collaborate to build a sustainable, future-ready U.S. workforce

A new white paper by IDP and inSpring explores an underutilized, high-impact solution to the U.S. labor shortage: international student talent. Facing demographic headwinds and an increasing demand for skilled labor, industries across the U.S. are struggling to fill critical roles. The 1.1 million international students who are already in the country, trained with in-demand skills and eager to work, represent a powerful solution to the nation’s skilled labor shortage. Despite clear benefits, these talented individuals remain an underutilized resource. The white paper takes a deep dive into the U.S. labor market, identifies the industries most affected by worker shortages, and lays out practical solutions for businesses, higher education institutions, and international students to address these challenges. Key findings: why the U.S. needs international talent A Growing Labor Gap - By 2032, the U.S. is expected to have a shortfall of 6 million workers. Every state is currently affected by the labor shortage, though certain regions and industries will be harder-hit. Demographic Headwinds - Historically low birth rates, an aging workforce, and early baby boomer retirements mean fewer young Americans are entering the labor market. Demand for Skilled Labor - Technological advancements have increased demand for educated workers, but U.S. colleges and universities aren’t producing enough graduates to keep up. By 2031, 72% of jobs will require post-secondary education. International Students Are Ready to Contribute - The U.S. is home to 1.1 million international students, many of whom are trained in high-demand STEM skills and strongly motivated by post-graduate employment opportunities. A win-win solution: hiring international talent Hiring international graduates presents one of the most advantageous solutions to the U.S.’s workforce challenges, for all parties involved. IDP's Emerging Futures research shows that there is tremendous desire from international students to be educated and employed in the U.S., and our higher education system has the capacity—and need—to host them. Domestic student enrollments are on the decline, signaling potential trouble for U.S. colleges and universities. International students bring substantial benefits to the communities they live, work, and study in, contributing $43.8 billion to the U.S. economy and supporting hundreds of thousands of jobs. The fields of study that international students are pursuing align closely with U.S. workforce needs, with more than half choosing a STEM degree. The Optional Practical Training (OPT) program provides a straightforward path for businesses to hire international graduates without sponsorship, visa caps, or extra costs. OPT is extendable through continuing education, meaning that an international student earning a STEM bachelor’s degree and continuing on to a STEM master’s degree would have a total work authorization of six years. Despite these benefits, the program remains underutilized. Case studies The white paper showcases examples of partnerships between higher education institutions and businesses that are successfully leveraging international talent and explores the perspective of an international student who has gone through the process themself. Case Western Reserve University (CWRU) , a private R1 research university in Cleveland, Ohio, exemplifies best practices in international student career support, though proactive employer education strategies, tailored programming, and student advocacy. South Carolina-based pharmaceutical company Ritedose Corporation has developed an innovative solution to hiring challenges: the Ritedose International Student Engagement (RISE) Program. Through a strategic partnership with Benedict College and inSpring, Ritedose connects skilled international graduates with employment opportunities, while simultaneously addressing personnel gaps. Harshith Kadaiah Gowda, an international graduate of the University of Alabama at Birmingham, has successfully made the transition from education to employment. After completing a job readiness program conducted by inSpring, he landed a position as a SCADA Analyst at the Diversified Energy Company. These case studies demonstrate the positive impact that can be made when industry and higher education collaborate and shed light on the common challenges that international students encounter while seeking employment in the U.S. Priority actions for a sustainable, future-ready workforce What would happen if industry and higher education worked together to implement the hiring of international talent on a larger scale? It would make a significant impact on the U.S. labor shortage, boost the economy and innovation, and change the lives of millions of international students. The white paper outlines priority actions for how higher education institutions, employers, and international students can collaborate together to build a sustainable, future-ready workforce. Download the white paper Short on time? Read the Executive Summary. 

AIRC: The Association of International Enrollment Management is pleased to announce the institutional recipients of The Sir Cyril Taylor Memorial Scholarship for Study in the United States during the 2025-2026 academic year. This is the third year of the annual scholarship award cycle. Each of the institutions selected will receive up to $10,000 USD in funding to award scholarships to disadvantaged or underrepresented students from the United Kingdom to enroll at their institution. This scholarship is made possible by a generous donation by The Cyril Taylor Charitable Foundation. Students who receive the scholarship will enroll at the selected institutions during the 2025-2026 academic year and will be pursuing either full-degree or short-term, non-degree programs. The institutional recipients are: Baylor University Contra Costa Community College District Elmhurst University Lycoming College Millikin University Middle Tennessee State University Purdue University Northwest Seattle Colleges The University of Tulsa University of Tennessee, Knoxville Widener University AIRC Executive Director Clay Harmon commented, “This program is a wonderful example of how a partnership between a charitable foundation and a membership association can make a positive impact on students’ lives through high quality educational opportunities. I’m very proud of our AIRC members who have been chosen to host deserving students from the United Kingdom to study in the United States.” As a Trustee of the Cyril Taylor Charitable Foundation, AIFS Chairman William L. Gertz stated, “This is a terrific example of a win-win program. A wide variety of US institutions receive scholarships for UK students who could not otherwise afford to study in the U.S. These institutions are geographically diverse and students get to experience life, mostly outside major U.S. cities. We think this is the perfect program for the Cyril Taylor Charitable Foundation as it meets the mission and legacy of its founder, Sir Cyril Taylor. We look forward to expanding the program in years to come through AIRC.” AIRC Director of Membership and Sponsorship Rachael Lamson commented, “AIRC is extremely pleased with the quality and diversity of AIRC member institutions who applied to receive The Sir Cyril Taylor Memorial Scholarship funding. For the third year, this program will directly benefit our members by assisting institutions and agencies to achieve their international student enrollment goals. We look forward to supporting the scholarship recipients while spreading awareness about the power of international education.”  Contact: Rachael Lamson, Director of Membership and Sponsorships, rachael.lamson@airc-education.org

Posted on January 24, 2025 This week marks a significant transition as Donald Trump returns to the White House. Within the new administration's first few hours, it had already implemented a wide variety of executive actions that dramatically changed the US government's stance on immigration; vetting and review of visa applications from certain countries; diversity, equity, and inclusion; and many other areas. As of today, we have not yet seen any executive actions directly related to international student mobility, and prominent voices in our advocacy community are optimistic that we may be able to find common ground with the Trump administration on some issues. On the other hand, Congress has passed the Laken Riley Act, which has the potential for negative impacts on international enrollment, and President Trump is expected to sign it. This is a dynamic time of change and uncertainty for international enrollment management in the United States. In this moment, community, resilience, and clarity of vision are critical for the ongoing success and wellbeing of our members and our students. I want to inform our members that AIRC is stepping up and leaning into new advocacy efforts, as laid out in our 2024-2027 Strategic Plan . As a member of the Alliance for International Exchange and an Advisory Council member of the US for Success Coalition , we are positioned to collaborate with NAFSA, EnglishUSA, AACRAO, and others to push for our priorities in a strong and unified manner. We have launched a new Advocacy Committee of AIRC members dedicated to this project, and we will share action updates as needed with the membership. Your membership in and support of AIRC have never been more crucial, and we will continue to maximize the impact of your membership through our advocacy efforts. But you do not need to wait to hear from us to equip yourself and your colleagues with critical knowledge and skills. Our friends at NAFSA have prepared extensive resources related to both public policy and regulatory issues. I encourage you to read NAFSA's webpage focused on the new administration, sign up for action alerts, and review their informational materials. You may also wish to consider attending the Alliance or NAFSA Advocacy Day programs in Washington, DC - unique opportunities to speak directly with your Congressional offices on issues that matter to our community. The Alliance has also shared resources related to the power of international exchange, including the one-page International Exchange: A Proven Investment and Policy Priority Recommendations for the Incoming Trump Administration . Please feel free to contact me at any time if you have questions or input regarding AIRC's advocacy plans and activities. As an association, we exist to serve you, amplify your good work, and advocate for your needs. We are strongest when we pull together and strive toward a better experience and brighter future for our students. Clay Harmon, EdD Executive Director

2024 has been a nearly unprecedented year for changes in the international education sector. Between policy updates, geopolitical shifts, and a rising cost of living around the world, there's a lot for future international students to keep in mind. And, on top of these macro-considerations, students also need to apply to programs, find housing, and manage everything else involved in their journey. With so much for students to consider, it's important to understand what drives them and how their perspectives are changing. To gain a first-hand understanding of where students are at, the team at ApplyBoard connected with over 1,500 students from almost 100 countries in the latest edition of their Student Pulse Survey (1). Read on for a closer look at which destinations are gaining ground, which study levels are capturing student interest, and more. Destination Choices for International Students are Truly Global When asked where students planned to study, 64% of Student Pulse Survey participants were aiming solely for one or more of the "Big Four" Anglophone study destinations (Australia, Canada, the UK, or the US), Ireland, or Germany. Canada remained the top choice overall, but for the first time, more respondents were "extremely interested" in studying in the United States than any of the other countries noted above . In fact, 82% of survey respondents were either "extremely" or "very" interested in studying in the US, up from 75% of respondents in Spring 2024 and 78% of respondents in Fall 2023:

International students consider more destinations as policy changes and cost of living pressures intensify, new IDP research reveals

The student visa process can be challenging to navigate, and it’s even more frustrating when a student works hard to gain university admission and then is denied a student visa. The Department of State conveys that during the student visa interview, students may provide evidence of their academic preparation, non-immigrant intent, and how they will pay their expenses during their time in the United States. However, students often only have mere seconds to prove their case to the consular officer. One of the most common reasons a student is denied their F1 visa is INA section 214(b) . These denials mean that the student was not able to prove their serious intent to study in the U.S., or they did not prove their intent to return to their home country upon completion of their studies. How can a professional credential evaluation help your students avoid these denials? Prove Program Eligibility A credential evaluation validates the academic work a student has completed in their home country and provides the U.S. equivalency of their degree. It ensures the student receives proper credit for their education and can even include a course by course breakdown of credits and grades earned. The credential evaluation report provides information about the institution the student attended, including what level of education was required for admission and whether the institution has the equivalency of U.S. regional accreditation. This report can confirm that the student qualifies for the program they have been admitted to and can clear up confusion for consular officers that may not be as familiar with educational system requirements or specialized programs. This can be especially helpful if students attended institutions in more than one country, followed unconventional educational pathways, or have older credentials. Establish the Intent to Study It’s also important to demonstrate a clear career pathway during the student visa interview process. Consular officers want to see that a student has serious interest in their studies and a defined plan of how they will be using their new degree in their long-term career plan. A credential evaluation report can show the previous coursework related to the student’s intended program, allowing the student to prove their legitimate interest in continuing their education. It also shows the officer that the student has taken their desire to study in the U.S. seriously and has invested in a credential evaluation report for admissions purposes. Demonstrate Non-Immigrant Career Goals In addition to proving their intent to study in the U.S., the student must also prove their non-immigrant intent through strong ties to their home country. The credential evaluation report can help the student clearly articulate their intended career, what they have accomplished so far on their career path, and how their intended program of study in the U.S. aligns with their goal. The student should be prepared to explain how their intended program directly ties to what they will do for work upon returning to their home country. If a student has job offers contingent upon completing their U.S. degree, they should bring that documentation to their interview to help establish their non-immigrant intent. Unlock Further Opportunities Once a student has their F1 visa and completes their studies in the U.S., a credential evaluation report can continue to be beneficial. Students may be required to obtain an internship as part of Curricular Practical Training (CPT), or they may choose to apply for Optional Practical Training (OPT) employment authorization after they graduate. A credential evaluation report helps boost their resume by establishing their previous education and evidencing their skill set. Some students may even be offered jobs that can lead to visa sponsorship, such as through the H-1B visa. The H-1B visa requires evidence of a specialized skill set in specific fields, such as Science, Technology, Engineering, and Mathematics. During the H-1B visa application process, students can use a credential evaluation to prove they hold a qualifying degree from their home country. Set Students Up for Success with a Credential Evaluation Remember that the F-1 visa is a non-immigrant visa, which requires students to prove their intention is to study in the U.S. and then return to their home country upon completion of their program. A credential evaluation report shows a student’s serious intention in studying, documents their desired career path, and provides clarity to the consular officers reviewing their academic history. As you begin to prepare your students for the upcoming admissions cycle, make sure you set them up for success by including a credential evaluation report as part of their onboarding process. For more information on how to select a credential evaluation agency, see our previous blog: What Questions Should an Agent Ask before Selecting a Credential Evaluation Agency? — AIRC (airc-education.org).

New research reveals a sharp increase in the popularity of the US as international students respond to policy changes in Canada, Australia and the UK. Changes in government policies have had a significant impact on the higher education market and shaken up the top four major study destinations, according to international education specialist IDP Education’s latest Emerging Futures, Voice of the International Student research report. The research, which collated the views of more than 11,500 prospective, applied, and current international students from 117 countries, has revealed significant shifts in how international students perceive and engage with study destinations amid a period of ongoing political and social change in the sector. The US, which ranked last of the four leading study destinations in the previous iteration of Emerging Futures in October 2023, has claimed the top spot of first-choice destination for the first time since IDP began surveying students on this question. Canada has felt the biggest impact, falling from first place (tied with Australia) to fourth. Australia has dropped to second, and the UK retains third place. In addition, student perceptions of New Zealand and Ireland as first-choice study destinations improved. Simon Emmett, IDP Connect Chief Executive Officer, said these results reflect the impact restrictive policy changes are having on prospective international students, more than half of whom have changed their minds on their first-choice destination. “This is the first time we’ve ever seen the US ranked as the most popular study destination for international students in the Emerging Futures research,” said Emmett. “The growth in the US and emerging markets demonstrates that students remain committed to bringing their global study dreams to life but are sensitive to policy changes. The results are a reminder that governments in the UK, Australia and Canada need to provide clarity on international student policies in order to maintain the competitive advantage they have in this global industry. “Acknowledgement of the rich cultural, academic and economic contributions made by international students to their communities is also required to ensure these countries are seen as welcoming and attractive destinations. “The actions taken by students have played out as predicted by our previous Emerging Futures report released in October 2023. We will continue to share the voice and concerns of students as we navigate an unstable climate and connect them with life-changing global opportunities,” he said.  Students ranked the US highest for quality of education, graduate employment opportunities and value for money. A ‘high quality of education’ was rated the key driver in first-choice destination selection among the top four destinations, and the latest findings revealed that the top factor students use to identify the quality of education in a destination is its ‘availability of graduate employment schemes’. Interestingly, when choosing a program of study, ‘demand for jobs in my destination country’ came in above ‘demand for jobs in my home country’, with students from China and the Philippines most likely to choose a program based on earning potential after graduation. Tennealle O’Shannessy, IDP Education Chief Executive Officer and Managing Director, said that with so much visa and policy disruption, students are reliant on IDP’s quality advice more than ever, while institutions are turning to IDP’s real-time demand data and global network intelligence to better understand students’ needs. “As governments in some countries adopt measures which impact international students, demand is inevitably being affected and it is increasingly difficult for driven and bright students across the world to pursue their global goals,” said O’Shannessy. “IDP’s trusted team of counselors worldwide are by students’ sides providing essential support and guidance at this critical time. “IDP will continue to champion the voice of international students and equip institutions with the latest emerging trends to inform their strategies. We will work together with the sector to ensure that students are across the latest information, feel part of a supportive network and can thrive in their chosen study destination.” For more insights from IDP’s Emerging Futures, Voice of the International Student research, download the infographic report. About IDP Education’s Emerging Futures research IDP’s Emerging Futures research on the perceptions of more than 11,500 prospective, applied and current international students builds on the findings of the Crossroads and New Horizonsresearch series, and aims to equip the international education sector, institutions and policy makers with informed insights to offer exceptional global education experiences aligned to student priorities. About IDP Education IDP is a global leader in international student placement and a proud co-owner of the world’s most popular high-stakes English language test (IELTS). IDP is listed on the Australian securities exchange (ASX:IEL) and has 6800 employees across more than 30 countries. Its websites attract 100 million visits a year. We specialise in combining human expertise with digital technology to help people get accepted into their ideal course, take an English language test or learn English in their schools. Our teams work side-by-side with our customers, at every step from course search through to starting their dream course or career. We partner with more than 890 quality universities and institutions across Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. Our data insights are relied upon by organisations around the world to help ensure policies are informed by the diverse needs, challenges and motivations of students. Most of all, we are proud of our people, who are trusted by our customers to help them realise their global study or career goals.