AIRC Board of Directors Appoint Three New Certification Commissioners

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For Immediate Release
Media Contact:
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Executive Director
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New Commission members chosen to ensure that educational agencies follow best practices in international student recruitment and enrollment.

Falls Church, VA, (May 16, 2022) – The Board of Directors has approved three nominees to fill vacancies in the Certification Commission of the American International Recruitment Council (AIRC). Commission members oversee the AIRC educational agency Certification process and determine whether agencies meet AIRC’s agency standards. The new Commission members are Adam Julian of the University of Maryland, Baltimore County, Cristhina Starke of New Mexico Military Institute, and Cynthia Yu of the University at Buffalo, SUNY.

Julian seeks to make a positive contribution and support the field of international education and recruitment during his time at AIRC. "I believe that the standards AIRC upholds are critical, and ensure that the best interests of both international students and their enrolling institutions are met in a mutually beneficial way," Julian said.

With his many roles in higher education, Julian specializes in international student and scholar services, immigration practice, recruitment and enrollment, education management, and advising. Julian also has a successful record of developing and implementing systems, policies, and procedures. 

In addition to his work as a Director of International Student and Scholar Services at the University of Maryland, Baltimore County, Julian also holds the chair of NAFSA's International Student and Scholar Regulatory Practice Committee. Julian is a previous Fullbright Scholar recipient and holds a master's in International Education Management from the Middlebury Institute of International Studies at Monterey and a bachelor's in History from Indiana University.

Starke completed AIRC's International Student Recruitment and Enrollment Planning (ISREP) program and has attended AIRC's annual conference. Inspired by these experiences, Starke is joining the Commission to help make a deeper impact. "I feel that with my 15 years of experience in the international education field and with my secondary and junior college knowledge, I can contribute to the continued success of AIRC," Starke said.

A desire to connect with people of different cultures is a key influence in Starke’s experience working in international education. Starke specializes in faculty diversity training, international student recruitment, relationship management, international partnerships, academic program operations, and student immigration policies.

Starke currently serves as a Director of International Affairs at New Mexico Military Institute and is a previous International Department Director at Wentworth Military Academy and College. A graduate of Pontifícia Universidade Católica de Campinas in Brazil, Starke holds a master’s degree in Psychology and a bachelor’s degree in Education. Starke speaks Portuguese, English, and Spanish and has a good comprehension of both French and Italian.

Yu's first-hand experience as a student working with agents gave her great insight into the workings of strategic recruitment in higher education. Having worked for more than a decade in international enrollment management (IEM), Yu strives to contribute to the AIRC community and promote internationalization in higher education. "My desire to contribute to the community and my passion for working in IEM led me to serve as a Commission member. I believe in the mission, vision, and values of AIRC," Yu stated.

Working with recruitment partners and agents on a global scale has contributed significantly to Yu’s knowledge and experience in relationship management. Other areas of specialization include international student recruitment and enrollment, strategic communication, immigration policies and procedures, data analysis and reporting, advising, and admissions.

Yu is an Assistant Director of International Enrollment Management at the University at Buffalo, SUNY. In addition, she previously served as an Assistant Director & China Regional Manager for International Admissions and Recruitment at the University of Albany, SUNY. Here, Yu holds both a master’s degree and bachelor’s degree in Economics. Yu is fluent in English, Mandarin, and Cantonese and intermediate in Shanghainese.

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About the American International Recruitment Council (AIRC)

The American International Recruitment Council (AIRC) is a 501(c)(3) non-profit membership association recognized by the U.S. Department of Justice and the Federal Trade Commission as a Standards Development Organization (SDO). AIRC champions the interests of international students, educational institutions, and educational agencies through the development of professional standards and partnerships that advance effective and strategic practices in international enrollment management.

Western New England University's Bryan Gross to Serve as President-Elect of AIRC in 2022

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Gross to help center organization’s focus on students while strengthening partnerships, broadening membership, and advancing equitable practices.

Falls Church, VA, (Feb. 28, 2022) – Bryan Gross, vice president for enrollment management and marketing at Western New England University, is the new president-elect for the American International Recruitment Council (AIRC).

Mr. Gross, a forward-thinking leader and advocate for international students, takes the helm at a time of significant change for higher education. With seismic shifts brought on by technology, consumer mindset, and the pandemic, Mr. Gross says supporting all of the diverse member groups in their efforts to make a positive difference in the lives of the students they work with will remain the center of AIRC’s focus. 

“Western New England University’s campus is culturally richer thanks in many ways to the support and advocacy of AIRC. Bryan’s leadership roles are adding to our student experience and more broadly, to the growth of international education opportunities throughout the field,” said Dr. Robert E. Johnson, president of Western New England University.

“AIRC has done so much to advance a wide array of international enrollment management practices. Our results have been making a generational difference by giving students from other cultures opportunities to earn a degree in the US, which inspires me beyond measure. I believe deeply in the mission of AIRC and am honored to serve the organization as president-elect of the board of directors,” Mr. Gross said.

For nearly two decades, Mr. Gross has used his many roles in higher education to bring positive experiences to students’ lives. His career spans international and domestic admissions, financial aid, marketing, student affairs, and more, affording him a broad understanding of student needs and how academic administrators can meet them. Most recently, he helped design AIRC's Diversity,

Equity, and Inclusion Declaration, an essential part of the future direction for the organization and its members.

“Bryan is a natural collaborator adept at forming partnerships and cultivating a culture of teamwork. He will be instrumental as we continue to enhance our position as advocates for international students by strengthening our relationship with government agencies, expanding our membership, and advancing equitable and inclusive practices in our field,” said Brian Whalen, executive director of AIRC.

About Western New England University 

Western New England University (WNE) is a private, nationally ranked, comprehensive institution with a focus on preparing work-ready and world-ready graduates. Founded in 1919 in Springfield, Massachusetts as a division of Northeastern College, WNE’s 215-acre suburban campus serves more than 3,700 students, including over 2,500 full-time undergraduates. More than 47,000 alumni have earned degrees through its 90+ undergraduate, graduate, and professional programs at Colleges of Arts and Sciences, Business, Engineering, and Pharmacy and Health Sciences, and School of Law. Students come from 39 U.S. states and territories and 23 countries. Of 45,104 living alumni, 30% remain within the region, residing in the four Western Massachusetts counties and northern Connecticut.

WNE is classified among nationally ranked universities in US News and World Report, and among the Top 100 Undergraduate Engineering programs, and in the Doctoral/Professional Universities category in the Carnegie Classification of Institutions of Higher Education. 

Sophia Iliakis-Doherty, New President of AIRC, Puts DEI and National Collaboration at the Forefront of 2022 Goals

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Iliakis-Doherty points organization’s compass toward integrating the new DEI Declaration into endeavors across the international enrollment community.

Falls Church, VA, (Feb. 28, 2022) – Sophia Iliakis-Doherty, associate dean of international programs and PDSO of Peninsula College in Port Angeles, Wash., is the new 2022 president of the American International Recruitment Council (AIRC). This elected position represents the second phase of her three-year leadership commitment to the growing organization. 

Iliakis-Doherty is primed to play a vital role in advancing AIRC’s influence as a champion of international students and the educational institutions and agencies with whom they engage. Most recently, she co-chaired the organization’s diversity, equity, and inclusion initiative, which resulted in a formalized DEI Declaration and a strategic partnership with Diversity Abroad, a global community specializing in DEI for students living around the world. It is now her priority to help ensure these critical ideals are fully integrated throughout the organization and its work with its members.

“I’m thrilled to see Sophia extend important messages about diversity, equity, and inclusion to the broader international recruitment industry,” said Peninsula College president Dr. Luke Robins. “There is no doubt that our college is a better institution because of our diverse population of learners. For this reason, and the greater community at large, we prioritize practices that close equity gaps in enrollment and academic achievement, be they on campus or through our support of organizations like AIRC.”

In addition to DEI efforts, Iliakis-Doherty will focus on further expanding AIRC’s leadership within the international enrollment community, particularly fostering national support for international education through collaboration among the public and private sectors. 

“Sophia is a visionary whose work is helping reinforce the United States’ reputation as a country welcoming to international students. The goals she’s setting for AIRC, and the larger connections she’s bringing, are critical for our industry,” said AIRC executive director Brian Whalen. 

Iliakis-Doherty has been with Peninsula College for 14 years and is a proud graduate of Gonzaga University, having earned bachelor’s degrees in Public Relations and Italian Language and Culture, and a master’s in Communication and Leadership, with an emphasis in community college instruction. She has served AIRC in numerous positions, including chair of the Certification Committee.

“Anytime I see a challenge, I see an opportunity. Diversity keeps us strong, relevant, and useful. We worked hard to establish a clear, thoughtful, and formal DEI declaration as an organization. And it’s through this lens we will grow and strengthen AIRC’s services and partnerships. I couldn’t be more thrilled to be in this position at this moment,” said Iliakis-Doherty.

About Peninsula College

Innovative. Student-centered. Outstanding faculty. At Peninsula College, our unique environment encourages students to explore new possibilities. The college is innovative and student-centered, with excellent faculty and small classes. Our learning facilities feature striking architecture and classrooms with advanced instructional technology and equipment. We offer international learning experiences and are actively involved in our local community. What’s more, we provide many extra-curricular opportunities: championship athletic teams, student clubs and activities, and an array of cultural and fine arts events throughout the year.

AIRC Appoints CSUN’s Vanessa Andrade Treasurer of Board of Directors

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Andrade to further the organization’s advocacy for international students by broadening membership and strengthening public and private partnerships.

Falls Church, VA, (Feb. 28, 2022) – Vanessa Andrade, director of international partnership and program development and deputy senior international officer at California State University, Northridge (CSUN), has been appointed treasurer of the American International Recruitment Council (AIRC) board of directors. 

The position is a three-year commitment, during which time Andrade will help bolster advocacy for international students worldwide by broadening AIRC membership to include boarding schools, community colleges, and recruitment agencies in underrepresented countries, while also reaching more private and public universities.

At a time when institutions across academia are facing budget cuts to their international education programs, AIRC remains a strong, highly valuable resource helping institutions allocate their resources wisely and effectively.

“Vanessa’s well-known entrepreneurial talents and proven ability to grow revenue, reduce costs, and improve organizational performance will help keep AIRC on task as it grows a stronger, more diverse membership and continues to build key relationships with government and partner agencies,” notes AIRC Executive Director Brian Whalen. 

The US has a big task in strengthening its position as a study destination. It takes a strategic, collaborative effort involving many stakeholders and AIRC plays an important role. Vanessa has long been a strong leader and champion for international students. 

It’s an assignment Vanessa feels drawn to. “International education changed my life as a young person. Now, through my work with AIRC and CSUN, I am able to pay it forward. I love my industry. I’m a product of my industry. And I am proud to be in a position to help shape international education as it exists today and into the future,” said Andrade. “I believe deeply in the power of cross-cultural understanding and connection.”

In addition to her work with AIRC, Vanessa serves on the advisory board of directors for IDP Connect; Cambridge North America Advisory Council; MSN Media US Advisory Board; is president-elect for the Study Consortium of California; and has been appointed to the Southern California District Export Council by US Secretary of Commerce Gina M. Raimondo. She specializes in recruitment agency management, international partnerships, international language center management, academic program operations, staff training and development, ESL instruction, and curriculum development. 

“Vanessa is an exceptional talent who has served AIRC in many capacities, including helping to develop our Diversity, Equity, and Inclusion Declaration last year. I’m thrilled she has accepted a spot on our board’s leadership team,” added Whalen.

About California State University, Northridge
Since 1958, California State University, Northridge has been elevating Los Angeles and beyond. The university’s commitment to student success, inclusive excellence, and service to the community has made it a national model for institutions of higher learning. Its history began as San Fernando Valley State College in portable classrooms on former agricultural land and has evolved into the second-largest public master’s university in the nation. As of 2020, more than 370,000 alumni serve as the economic spark for Southern California and beyond. CSUN graduates more than 11,000 students annually, who go on to create social change, make new discoveries, and better our world.

AIRC Statement on the Current Conflict in Ukraine

The American International Recruitment Council is deeply concerned by the senseless war in Ukraine and saddened over its impact on the Ukrainian people and others in the region. We support our members with staff, colleagues, partners, students and friends who are impacted by this tragic situation. And we stand with our AIRC member institutions and agencies who recruit and support Ukrainian students to pursue their dream of studying in the United States.

AIRC supports the Presidents’ Alliance on Higher Education and Immigration call for Secretaries Mayorkas and Blinken to issue a Temporary Protected Status (TPS) designation and announce Special Student Relief (SSR) for Ukrainian nationals residing or studying in the United States. As the President’s Alliance noted, “TPS provides work permits and protection from deportation for those from designated countries who cannot safely return to their home country. SSR provides additional flexibility and relief for Ukrainian international students, preventing them from losing their F-1 status. There are 104,618 Ukrainian non-citizens in the United States who could benefit from TPS…and TPS and SSR would protect…nearly 2,000 F-1 Ukrainian international students.”

AIRC’s community is dedicated to the ideals of international education and its ability to foster global understanding. Keeping this goal in mind is more important now than ever before. Thank you to the AIRC community for all that you do to forge mutual understanding between individuals, communities, and nations.

Student Voices Luncheon at the AIRC 13th Annual Conference

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AIRC Marks International Education Week By Celebrating Students Who Will Speak at the Upcoming Annual Conference! The mission statement adopted by the American International Recruitment Council earlier this year states that AIRC “champions the interests of international students.” As part of this mission, AIRC is very pleased to showcase international students at its upcoming Annual Conference at the Hilton Downtown Miami Hotel December 8 – 11. At the Student Voices Plenary Luncheon on Friday, December 10, this year’s winner of the Marjorie Peace Lenn Research Award, Max Crumley-Effinger, will present a summary of his dissertation research, “Experiencing International Student Mobility and Migration Policy: A Qualitative Multicase Study.” Max’s presentation will be followed by a panel of international students and alumni from Florida institutions who will discuss their experiences of being international students in the United States, their entry points and transitions, and career plans and goals. Students will represent a wide range of countries, including Canada, China, Morocco, Spain, and Venezuela, The panel will be moderated by AIRC colleagues Mona Chorera of Midway University and George Burke of University of Albany. The Student Voices Plenary will no doubt be one of the many highlights of the Annual Conference and will bring into sharp focus the reasons why we are all involved in international student recruitment. Details about these students can be found below. Marjorie Peace Lenn Research Award Winner Max Crumley-Effinger is a PhD candidate in Loyola University Chicago’s Cultural and Educational Policy Studies program; he has an MEd in International Higher Education from Loyola University Chicago and a BA in German Language and Literature from Earlham College. His research focuses primarily on international students in higher education, student mobility and migration policy, race and education, and sustainability in international education. Max is an international student advisor at Virginia Tech, an adjunct professor at Loyola, a former Fulbright grantee, a former study abroad program administrator, and has led high school, undergraduate, and graduate study abroad programs in Europe and Asia. Dissertation Title Experiencing International Student Mobility and Migration Policy: A Qualitative Multicase Study Abstract This study is centered on international student mobility and migration policy (ISM) in three case countries (Australia, Canada, and the United States). Through a multiple case study employing interviews with students studying in the case countries, this project examines the effects of a specific institution (i.e., national ISM policy) on the experiences of international students. This necessarily incorporates an analysis of the specific local ISM policies in place in the case countries, including the local policy context as influenced by cultural, political, and economic factors, and situated within the international regime of sovereign national student immigration control. Between-country comparison of the findings can shed light on the ways in which varying ISM policies in the host country affect the experiences of international students. Extrapolation provides the opportunity to develop connections between the cultural political economy of the case countries and resultant effects on their international student populations. Preliminary findings show that ISM policy does affect students professionally, academically, politically, and personally, and that students often experienced and explicitly understood the ISM policies as tied to the unique context of their host country. Student Voices Plenary Connie Awuku-Darkoh Master of Science in Occupational Therapy Candidate Florida A&M University Connie Awuku-Darkoh is a graduate student at Florida A&M University, and from Surrey, British Columbia, Canada. During her undergraduate career, she attended Cumberland University in Lebanon, TN, and later transferred to the University of Central Arkansas in Conway, AR where she graduated with a Bachelor's of Science degree in Exercise Science. As an undergraduate student, she was active in various organizations and promoted diversity, and developed social ties with many people. Connie was actively involved as a collegiate soccer player, international student, and as a student in the major of exercise science. Currently, Connie attends Florida A&M University, where she is pursuing a Master's of Science degree in Occupational Therapy and expects to graduate in 2023. At A&M, Connie is President of the Student Occupational Therapy Association and an International Graduate Student Mentor. Abdrrazek (Abdou) Azlag Nova Southeastern University Candidate for Bachelor's in Computer Science Education From Casablanca, Morocco, Abdou Azlag is a senior majoring in Computer Science Education with a minor in Cybersecurity and Data Analytics. At Nova Southeastern University, he is the President of the Unified Greek Council, and the Vice President for his chapter of Phi Beta Sigma Fraternity. Abdou is also a Resident Assistant for the Office of Residential Life; A Tutor in the Tutoring and Testing Center; a member of the President’s 64 program; and participates in Razor’s Edge Shark teach, The Fischler Academy, and the Order of Omega. Agatha Dias Bachelor's in Business Administration Candidate University of Miami Herbert Business School Agatha Dias is a senior at the University of Miami, working towards a Bachelor’s in Business Administration, majoring in Marketing, and minoring in Entrepreneurship and Portuguese. She is originally from Caracas, Venezuela and is fluent in both English and Spanish and an intermediate speaker of Portuguese. Agatha interns at the University of Miami Ziff Graduate Career Center where she designs and delivers the weekly e-newsletter to all graduate students at the university and creates marketing for events. Agatha loves to achieve results through communicating, creating, designing and organizing. She loves traveling, photography, performing aerial silks, and arts and crafts. She is caring, constantly looking after her family, and is an animal lover. Jiang Jiang Master of Science in Business Analytics (MSBA) Candidate University of Miami Herbert Business School Jiang Jiang, MBA, is a candidate in the Master of Science in Business Analytics Class of 2022 in the University of Miami Herbert Business School. Jiang Jiang is originally from China and earned her first master's degree in Industrial Design in Harbin Engineering University in China. In 2011, Jiang started working as a technician in the master planning section in a ship design company on the layout designs of large-scale cruise ships. In 2014, she joined an industrial design company as a project manager where she worked with the government to grow local manufacturing, oversaw provincial projects, and managed a user experience lab that quantified user experiences by implementing eye tracking experiment and conducted data analysis to produce results. Jiang hopes to make a pivot in her career and improve her business acumen through completing her MBA and MSBA programs. Priscilla Rojas TV and Film Producer/Director Full Sail University Priscilla Rojas is an award-winning filmmaker from Caracas, Venezuela with 13 years of media experience. She holds a Bachelor’s Degree in Media Communications from Universidad Central de Venezuela (2013); an Associates degree in Photography from Miami Dade College (2020); a Certificate in English as a Second Language from Full Sail University (2015); and a Master of Fine Arts Degree in Film Production from Full Sail University (2016). Author of “La Anatomía de un Productor,” a book about TV and Film Production, which is available on Amazon (Spanish Version). Priscilla worked and produced over 34 short films, feature films and documentaries during 2014-2021. Won Two Emmy Awards for "La Tumba" short film and "Super Poderoso" short film. Victor Tarin Master’s Degree Candidate, Student Affairs Nova Southeastern University Originally from Spain, Victor came to the U.S. in 2013 to Nova Southeastern University on a swimming scholarship. He graduated from Nova in 2018 with a bachelor's in Exercise and Sport Science. Victor then moved to Indiana State University to pursue a Masters in Physical Education and serve as a graduate assistant swimming coach. After graduating from Indiana State in 2020, Victor returned to Nova where he is a graduate student in the student affairs master’s program and serves as a graduate assistant of Fitness and Wellness. Victor enjoys swimming, working out, going to the beach, and running with the bulls when he is back home in Spain.

AIRC Board of Directors Nominations

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The Nominations Committee of the AIRC Board of Directors presents the following candidates for President-Elect (3-year term), Agency Delegate (3-year term) and Institutional Delegate (3-year term). The election will take place October 12 - 29, 2021 5:00 PM US Eastern Time. The voting delegate may vote for one person in each category.

Candidates for President- Elect

Bryan Gross

Western New England University

Bio:

Bryan Gross is a transformational leader with a focus on the future of higher education. He currently serves as the Vice President for Enrollment Management and Marketing and the Interim Vice President for Student Affairs at Western New England University (WNE) in Springfield, MA where he inspires the university’s admissions, financial aid, registration, retention, marketing, and community relations teams. He has recently agreed to oversee the Division of student Affairs, which includes athletics, career development, health and wellness, student activities, international student services and spiritual life.

Prior to this role at WNE, Bryan was the Associate Vice President for Enrollment Management at St. John’s University in New York City and the Associate Vice President for Admissions at the University of Bridgeport in Connecticut. Bryan has been a strong advocate for international students in all of his professional roles.

Bryan received his Bachelor’s degree from the Pennsylvania State University and his Master’s degree from Springfield College. He is currently a doctoral candidate at the University of Southern California (USC), working towards his Ed.D in Organizational Change and Leadership. He is currently researching collaboration among senior higher education leaders to ensure that revenue exceeds expenses.

Throughout his career, Bryan has demonstrated his passion for working with new technologies and has produced multiple branding campaigns, marketing films and presented at dozens of regional, national and international conferences on a wide variety of topics related to recruitment, retention and marketing.

Bryan is married with three children and lives in Longmeadow, MA. In his spare time, he enjoys driving his children to activities, vacationing in New Hampshire each summer and studying player statistics to produce favorable outcomes in professional-level fantasy baseball and football leagues. He also has two dogs and a cat.

Statement:

I am running for President of AIRC for two simple reasons. First, being involved in almost every capacity of the organization since its inception has led to a deep fundamental connection to the mission and outcomes that AIRC produces. AIRC is a large family, full of people I care deeply about. As President, I intend to make sure we maintain our tight-knit community of colleagues and friends, who share industry knowledge and support each other. I want nothing more than the members of AIRC to benefit from our wide variety of services. Second, I have the experience and proven results to help advance AIRC’s strategic goals. I have a wide variety of experiences that will help me lead every aspect of our organization.

I have served on the Board of Directors for the past five and a half years, having filled in for various positions as needed. For the past two years, I have served as the organization's Treasurer and on the Executive Board, something that was asked of me in the midst of COVID-19, a time of great uncertainty for our industry. In my time volunteering, I have:

·      Started the membership committee and served as the chair for three years

·      Served as a co-chair on the Diversity, Equity and Inclusion (DEI) Task Force that led to the organization’s current DEI charter

·      Co-chaired the Diversity Grant Committee

·      Assisted in conference planning and presentations

·      Executed sponsor cultivation plans which led to significant revenue generation

·      Represented AIRC at ICEF events

·      Contributed to the organization's first and second strategic plan

·      Served as an external reviewer

·      Served on the search committee that selected our current Executive Director

·      Helped to manage the budget that led to a budget surplus during COIVD-19

·      Assisting in ensuring that high school members can join AIRC

Our field is at an important moment in our industry, and I have a clear vision as to how I can continue to help position AIRC as the premier organization for all matters related to international enrollment management. I believe deeply in shared governance and have the experience to develop and execute clear and transparent communication plans.

During the pandemic I helped the organization navigate a leadership transition and set financial targets that led to a budget surplus in a fiscal year that was projected to have a deficit. I have proved myself to be flexible, creative, hard-working, and fiscally disciplined. 

In my current role at Western New England University, I am the Vice President that manages enrollment management, marketing, and student affairs. I have the vision, experience and leadership skills needed to make sure that our organization will continue to evolve. I am poised to listen and help our organization consider the goals of agents, institutions, and other service providers. Becoming President of AIRC in these uncertain times adds experience, knowledge and consistency. I would be honored to be elected as your next President.

Song Hoffman

University of Delaware

Bio:

Specialty Area:
International recruitment strategic planning; Recruitment and Admissions; International Program Development and Management; International Research Collaboration.

Areas of Study/Academic Interests:
International Relations; International Political Economy; Financial Crisis; Financial reform;

Education:
September 2016 – May 2021
Master of Science (International Business)
University of Delaware

August 2001 to October 2006;
Doctor of Philosophy in International Relations
College of Social and Behavioral Sciences, Flinders University, Australia

July 1998 to Sept. 1999
Master of Arts (International Relations)
College of Social and Behavioral Sciences, Flinders University, Australia

Biography:
Song was born and raised in Beijing, China. At Flinders University in Adelaide, South Australia she obtained her first Master's and then her Doctorate degree with the prestigious International Endeavor Research Postgraduate Scholarship. Song started her career in international higher education along with her academic career when she worked as the International Program Director and Lecturer for the long going joint Master program between Nankai University (Ranked No. 6 in China) and Flinders University from 1999 through 2006. Song then continued her career in international education as an International Assessment/Admission officer, International Marketing Manager at Flinders University (population was 22,000 with 4,000 international students, 2000), Adelaide, South Australia. Song moved to the United States in 2011 and oversaw international recruitment and admissions at South Dakota State University.

In January 2015, Song started working at the University of Delaware and she is currently the Director of International Admissions and in charge of international admissions at the University. Always a keen learner, Song has since then received her second master’s degree from the University of Delaware focusing on International Business.

Song is an active member of various international education professional organizations such as AIRC, NAFSA, CIS, IACAC, AACRAO and has been a contributing committee member/presenter/evaluator for the above organizations and beyond.

Statement:

When I arrived in the United States in 2011 after working 13 years in the international higher education industry in Australia, the debate over utilizing commission-based international recruitment agencies was intense. Coming from a background working in the same area in Australia, where there has been a very established framework (ESOS) regulating agencies, I remember reading about the debate was one of my major cultural shocks moving over. During the past 10 years, I have witnessed the same debate firing up from time to time with a promising trend, however, of more and more US higher education institutions engaging commission-based recruitment agencies (48%). One of the newest trends is the merger of online platforms and agencies as subscribers/users and pushing out the platforms to institutions with less upfront costs and less risk. An area I am anticipating the fastest growth will occur in the next 5-10 years and I think AIRC and its members can benefit greatly from this new combination of Higher Education and Technology. With AIRC’s current President and support from our members, I would like to make more changes and one of the areas is technology in the international higher education market.

Learning from current President and bringing in what I can offer to AIRC can be summarized as following:
● A unique professional, academic and personal background: having lived, studied and worked with international agencies in different education systems (China, Australia, Canada, and the US) and have had my own experience working as an agent.

● An in-depth understanding of the higher education industry from some of the key players of the industry – an ability to communicate, to engage partners and potential partners from both sides of the table (higher education sector in different countries and private agencies).

● A researcher’s mindset to be an educator first in the hope to reduce, eliminate weak-rooted fear towards agencies. We often hear peers mentioning buzz phrases like ‘post-COVID reshuffle’, ‘rethinking international recruitment’, ‘regaining US’ status as a top destination for international students’ – but how and where should we start? I think by being a little bit more innovative with a stride that is bigger than we are used to – to explore, engage international agencies with a different mindset will be a good starting point.

Should I be elected, I would like to rump up the advocacy for education of agencies to members and non-members with the goal of growing AIRC’s member base. Often fear of change originated from ignorance of what agencies have been attributing to the international higher education industry. They also contribute to their own communities and economies, and change students’ life track across the globe. An organization’s future depends on the ability for it to adapt, to shift and embrace, make changes and be part of the changes. With my unique professional background and understanding of different cultures I have lived in, I would like to be that ‘connector’ to push out my goals as mentioned above.

Jerry Martin

Miami University Regionals

Bio:

Jerry Martin is Regional Director, Regional Campuses Global Programs at Miami University Regionals. He has extensive experience on both sides of the institution-agent relationship. He is active in AIEA, AIRC, and NAFSA. He has completed NAFSA and AIEA S1O academies and AIRC's Certificate Course in International Student Recruitment and Enrollment Planning. He specializes in developing revenue-generating programs such as intensive English and English for international business. He holds an MBA in global management and a doctorate in education leadership from the University of Phoenix.

Statement:

The use of international student recruitment agencies is no longer optional in strategic recruitment initiatives at higher education institutions in the United States. Institutions continuing to ignore current market realities will suffer the consequences of significant drops in revenue and diversity on their campuses. Using international student recruitment agencies has become the gold standard around the world. Unfortunately, U.S. higher education institutions not only delayed accepting this reality but also placed unnecessary barriers for those responsible for recruiting international students. This delay or outright refusal to use international student recruitment agencies has significantly damaged institutions and their associated stakeholders. American students have missed opportunities making them less prepared to engage with people from diverse backgrounds in the highly competitive global workforce. Communities have been severely affected because of missed economic opportunities including potential for entrepreneurial initiatives. Local business owners have lost revenue-generating prospects leading to lost tax revenues that could have been used in strengthening local education programs and community building. This loss cannot be undervalued. The data overwhelmingly highlights the positive effects of having international students on campus and adding benefits to communities hosting institutions of higher education.

The founding members of AIRC not only understood the importance of recognizing the professionalism of recruitment agencies around the world but also dispelling the myths surrounding agencies that permeated throughout U.S. higher education institutions. As the President-elect of AIRC, one of my goals, besides learning from the current AIRC President, would be to double AIRC membership through the direct targeting of higher-level administrators (presidents and provosts) and also legal counsels, who often are too conservative when it comes to agent contracts. Membership in AIRC is a great investment! Another initiative I believe would benefit AIRC is the continued education of our elected officials at all levels of government on the benefits of using agencies to promote U.S. institutions.

AIRC leadership needs to be a motivator more than ever during these challenging times. When issues arise, offering potential solutions is important. Through creative thinking and entrepreneurial initiatives, U.S. institutions can position themselves to not only recover but also expand in their comprehensive internationalization. For example, workshops could be provided to AIRC members and non-members on the importance of offering value-added services to their associated recruitment agencies in support of international recruitment efforts.

During my 20 years in Japan leading IEPs and working at a recruitment agency, I experienced firsthand the hard work and value that recruitment agencies and counselors provide to our current and future students. International recruitment efforts are most effective when institutions and agencies work together toward the betterment of the overall international student experience.

I believe in the mission, vision, and values of AIRC and will be a sustained stalwart of its membership growth while promoting the realization of its benefits for as many U.S. institutions and international recruitment agencies as possible. I welcome the opportunity to work with the current AIRC President, the AIRC Executive Director, and AIRC Team to develop strategic growth initiatives while continuing to be a supporting resource.

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Candidates for Agency Delegate

David Mandil

NM Educação Internacional

Bio:

The necessity of adapting to different places and cultures, I dare to say, is marked in our family DNA. Since my childhood, I was encouraged to learn different languages. I have studied in a German bilingual school, and I have taken English extra lessons since I was 3 years old. When I got older, around 14 years old, I decided to learn a third language, Spanish, which is the third most spoken language in the world.

By incentive of my family and personal motivation, I had the chance to practice all this language and culture acquaintance in several experiences:

I have lived 3 times for short periods in Germany, improving my German language skill. I had the opportunity to study as an exchange student in High School in Australia at the age of 15 years old, later I have worked as an intern in an American landscape and architecture office in Florida USA, and studied for a semester at the Universidad de Valladolid, in Spain. Lastly, I have lived in Copenhagen for 2 years, where I obtained my Masters’ degree in Business, Languages and Culture.

Seven years ago, I became a partner of an educational exchange program agency founded by my mother and sister 15 years ago. Coincidentally, I was their first "client". I believe that all my experiences mentioned above have in a way, brought me back to my roots.

Today my job is to relate to several educational institutions around the world, seeking new partnerships for our company. In addition, I advise countless students in the choice of courses abroad. I feel fulfilled in being able to share some of my experience with other people besides continuing to travel and explore new cultures.

Statement:

During my seven years working with international education, I had the opportunity to personally meet institutions and agents in familiarization trips from all over the world. I was fascinated how different markets could be and sometimes so alike. I have learned so much by interacting and engaging conversations with agents from all over the world. This is certainly one of the greatest pleasures of this profession. As a representative of the agencies, I see myself again, after these years of pandemic, being able to meet, listen and learn from colleagues.

This year, I was invited by a colleague and member of the AIRC to participate in the association's council meetings. Before, as a member of the association, I participated in different events, presentations and webinars organized by AIRC in which I could meet and interact with new potential educational institutions partners. In these moments, I had the opportunity to present and share the specifics of the Brazilian and Latin American markets, thus contributing to improve the partnership between agents and educational institutions, contributing positively to the community.

I believe that transparency, ethical practice, and accurate and updated information is the key for a strong agent-institution’s relationship. I will be happy to listen and consider all perspectives from our members and advocate in the best interest of the international education community.

Sushil Sukhwani

Edwise International

Bio:

I’ve been a Pioneer in the field of overseas education since 1991. I’m the founder of Edwise India’s Leading Overseas Education Consultants. Edwise was the first education recruitment agent in India and we have recruited students to study overseas in USA, Canada, UK, Australia, New Zealand, Singapore, Ireland, Dubai, Malaysia, Switzerland, France, Italy, Spain & Germany.

With my business know how and possession of a rich experience in the field of Overseas Education, I have meliorated and transformed Edwise to being the pioneer in the field of ‘Global Education’ and the most trusted organization in its field. Over the last 30+ years I’ve expanded my operations to 23 offices across India. Currently we have a staff of over 450 people.

I was a founder member of AIGA (Australian Indian Graduates Associations) and am committee member at the Western AAA India.

I was the president of my school alumni association for 18 years and the head of Bond University Alumni Association in Mumbai and founder member of the AAERI (Association of Australian Education Representatives in India) I’m presently on the AIRC Board as Agency Delegate from the period December 2018 – December 2021.
Also have actively contributed to the AIRC 2016 Conference Committee.

I have attended the NAFSA Conference in 2008,2009,2010,2011 and have been a NAFSA Exhibitor at the NAFSA Annual Conference in 2015, 2016, 2017, 2018 and 2019. I have also presented at NAFSA in 2019.

I have travelled extensively throughout the USA as well as the world. Over the years I have actively participated in meetings, groups, discussions and debates on various issues canvassing the working relations between agencies and institutions from USA as well as other destinations.

Statement:

Edwise has been an AIRC Certified agency since 2014 and is an AIRC Certified Agency in good standing through to 2029.

In 2018, I was requested to stand for elections, by Indian and several international agents, as they felt I would be a good board member and represent agents at the AIRC board positively. I was elected to the board thanks to the overwhelming support for the period 2019 – 21 .Over the last few years I have been actively communicating issues faced by agents to AIRC members and the board to help streamline international student recruitment.

Since being part of the AIRC board, I have been actively participating in all discussions and strategy meetings. I was elected to the AIRC board and have attended over 90% of the board meeting and positively contributed at each meeting.
Due to the pandemic 2 out of my 3 year tenure were ineffectual, thus I am reapplying for this position on the board.

I have attended the AIRC Miami conferences in December 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017,2018,2019 and virtually in 2020 and will attend the same in 2021. I have presented at all AIRC and ICEF Miami conferences since December 2015.
I actively connect with the US Consulate, US Trade and EducationUSA (USIEF) here in India. Over the years I have contributed to various media and press articles related to an overseas education. In international as well as national magazines and newspapers

My desire for being on this committee is to see a closer and more efficient working relationship between Universities and Agencies across the world. Another key focus area is to increase the attractiveness of the annual conference so that a large percentage of members as well as non-members attend .I also wish to increase the diversity of the agency memberships from other parts of the world.

I’m actively involved in recruiting for several destinations from India and involved with the Education Entities of UK, Australia, Canada, New Zealand etc. I would like to share with AIRC member institutions and agencies the learning from across these bodies so that the recruitment for US institutions and polices are in tandem or a step ahead of that of other destinations.

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Candidates for Institutional Delegate

Vanessa Andrade

California State University, Northridge

Bio:

Vanessa Andrade is the Director of International Partnerships and Program Development and the Deputy Senior International Officer at California State University, Northridge. Vanessa is an active member of AIEA, NAFSA, EAIE, UPCEA, APAIE, AACRAO, AIRC among other organizations, where she values every single interaction with colleagues from the education industry. In addition to her current role at CSUN, Vanessa currently serves on the AIRC Board of Directors, the Board of Directors of the Study California State Consortium where she is currently president-elect, the AACRAO International Marketing and Recruitment Committee and in a number of advisory boards ( IDP Connect USA , MSM US, Cambridge English Higher Education). She has over 20 years of experience working in the international education industry both in the private and public sector, in the United States and overseas and in the language and higher education industry, always being involved in the many aspects and functions of the business. Her experiences are diverse, having dealt with innumerous activities in the areas of student recruitment, program partnership development, agency screening and management, new program development, external relations expansion, program operations, customer service support and implementation, SEVIS and ACCET accreditation among others.

Statement:

I am humbled to be considered for the Institutional Representative position on the AIRC Board of Directors where I currently serve at the same capacity. I have been a member of AIRC over many years and have had the privilege of attending most of their annual conferences both as an attendee and as a panelist and speaker in a number of sessions. During my time serving on the board, I am particularly proud of being part of the hiring committee that selected Brian Whalen as our Executive Director as well as being part of the task force committee that worked on the DEI (Diversity, Equity and Inclusion) principles that AIRC recently adopted. I am fully committed to the purpose and appreciate and understand the value of this organization and I remain committed to its growth and success.  

I have many years under my belt of working in the international education sector and my experience in working with international student recruitment agencies was way before AIRC was founded and way before I joined CSUN. I am originally from Brazil and have also been an international student myself who came to the USA for the first time as an international student during my senior year of high school through AFS (and that was in the late 80’s – not trying to date myself here ).I believe it takes a village to provide the international students the experience and support they need and the AIRC community definitely plays a key role here. I am grateful and proud to be an active member of this organization and would love to continue serving on the Board of Directors to actively engage on its future direction.

The importance and need of transparency, quality measures, standards, training, collaboration, among others, when it comes to the agency-institution-university relationship is crucial for the partnership success and as a consequence for the student success. AIRC is the organization that allows for this kind of conversations and advocacy on behalf of our industry which is much needed, specially at the post pandemic times when the US is positioning itself as a strong study destination of choice.

I am looking forward to the possibility of continuing to serve on the AIRC Board of Directors. I am committed to raise awareness about AIRC and its role for US institutions that are working or exploring future agency partnerships. I am also looking forward to future dialogues with AIRC members and other stakeholders in our industry to continue to find ways to serve the AIRC members the best way possible. Thank you for your consideration!

AIRC- BMI New Affiliation

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Contact: Brian Whalen                                                                                                                              

Executive Director                                                                                                                                    

Brian.whalen@airc-education.org                                                                                                            

The American International Recruitment Council (AIRC) Announces a New Strategic

Partnership (September 2021)

AIRC is very pleased to welcome BMI as a new strategic partner that will help to introduce and promote AIRC to a greater number of educational agencies and stakeholders globally.

BMI’s extensive network of partners and clients include universities, language schools, post-secondary colleges, pathway providers, international schools, boarding schools, government associations and educational agencies from over 40 countries.

“We expect that this partnership will help AIRC to expand the number of certified educational agencies, helping to ensure that students educational experiences are as rich and rewarding as possible.” said Brian Whalen, AIRC’s Executive Director. “We are very pleased to be able to work closely with Samir Zaveri and BMI to advance our mutual goal of encouraging high quality recruitment experiences for students.”

BMI President and CEO Samir Zaveri commented, “By establishing a rigorous set of standards and evaluating educational agencies, AIRC helps students to be happy and successful. BMI events attract hundreds of thousands of students and parents across the globe each year and it is our hope that every one of these students is properly matched and receives the best possible advice when using an educational agency. We are therefore delighted to be AIRC’s strategic partner and to work together to inform education agencies worldwide about AIRC and encourage them to become AIRC certified.”

About BMI

BMI offers a variety of solutions to provide international education professionals with a multi-touch recruitment strategy which covers both online and offline activities across Africa, Asia, Brazil, Europe, India, Latin America, and the Middle East. Through over 85 high-quality events held online and locally around the world, BMI connects professionals from across the recruitment spectrum – from the parents and students who are planning their study abroad experience to institutional and senior level government representatives, school principals, counsellors, and agents.

About the American International Recruitment Council (AIRC)

The American International Recruitment Council (AIRC) is a 501(c)(3) non-profit membership association recognized by the U.S. Department of Justice and the Federal Trade Commission as a Standards Development Organization (SDO).  AIRC champions the interests of international students, educational institutions, and educational agencies through the development of professional standards and partnerships that advance effective and strategic practices in international enrollment management.

AIRC- CEAIE New Affiliation

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Contact: Brian Whalen                                                                                                                              

Executive Director                                                                                                                                    

Brian.whalen@airc-education.org                                                                                                            

The American International Recruitment Council (AIRC) Announces a New Strategic

Partnership with the China Education Association for International Exchange

(September 2021)

AIRC is very pleased to announce a new strategic partnership with the China Education Association for International Exchange (CEAIE), China’s nationwide not-for-profit organization that develops international educational exchanges and cooperative agreements that span 170 educational organizations in more than 50 countries.

Plans for the partnership include a number of initiatives in which AIRC will share its knowledge and expertise in standards development. Both organizations are expected to work together to organize professional training to help promulgate international recruitment standards and best practices.

According to AIRC President Jing Luan, "AIRC's partnership with CEAIE will help to ensure that students have meaningful and productive educational experiences guided by standards of transparency, ethics and quality for international student recruitment and enrollment management.  Through the promotion of AIRC standards and training, this partnership will also benefit Chinese recruitment agencies and U.S. institutions for success in education mobility for the Chinese students.”

About the China Education Association for International Exchange

Founded in 1981, CEAIE is China’s nationwide not-for-profit organization conducting international educational exchanges and cooperation. CEAIE develops exchanges and cooperation between the Chinese educational community and other parts of the world, promoting the advancement of education, culture, science and technology, and strengthening understanding and friendship among the peoples of all countries and regions of the world.

About the American International Recruitment Council (AIRC)

The American International Recruitment Council (AIRC) is a 501(c)(3) non-profit membership association recognized by the U.S. Department of Justice and the Federal Trade Commission as a Standards Development Organization (SDO).  AIRC champions the interests of international students, educational institutions, and educational agencies through the development of professional standards and partnerships that advance effective and strategic practices in international enrollment management.

AIRC 2021 Annual Conference Travel Grant Program

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Update: We have now closed out the Submission Phase for Travel Grants. Congratulations to all members who were approved for a travel grant this cycle.

AIRC is pleased to offer financial support for AIRC colleagues with demonstrated financial need to attend the 13th Annual Conference (Hilton Downtown Miami December 8 – 11, 2021).

Purpose

The Annual Conference Travel Grant Program provides financial support to AIRC member colleagues who, without this support, would be unable to attend the conference.

Eligibility

Colleagues who have financial need and are employed by an AIRC member institution/organization may apply for an Annual Conference Travel Grant. The Grant Application must detail the amount of support needed, the rationale behind the request, and how the grant funding is to be used. Those who have already registered for the conference are eligible to apply.

Awards

Individual grant awards will be disbursed on a reimbursement-for-expense basis after the Annual Conference. Awards are expected to range from $300 up to $1,000. Selection will be based on demonstrated financial need and the anticipated benefit of attending the conference. Preference will be given to grant applicants whose institutions/organizations are providing at least some financial support.

Grant Process

1. Submit Grant Application.

2. Grant applicants notified of Award within 10 business days.

3. Awardee attends entire conference.

4. Awardee submits within 30 days after the conference a report describing how the conference benefitted them along with a detailed expense report and scanned receipts.

5. Upon receipt of the report and receipts, grant funds will be disbursed within 10 business days. Grant awards are disbursed only as reimbursement for documented expenses that are outlined in the grant application.

Application Deadline

Applications will be accepted up until all the grant funding is committed.

AIRC Applauds US Government Commitment to International Students

Today, the United States government–through the Secretary of State Antony Blinken and Secretary of Education Miguel Cardona–has released a significant statement of principles, Reengaging the World to Make the United States Stronger at Home: A Renewed U.S. Commitment to International Education.You may watch their address here and read the joint statement here.

CREDIT DEVIN LEITH-YESSIAN / RECORD-JOURNAL VIA AP

At the EducationUSA Forum Industry Leaders session, of which I served as a panelist earlier today, we discussed the opportunities for moving forward together to shape the future of international student enrollment. AIRC looks forward to playing an active role in this critically important work.

There is a full week of programming at the EducationUSA Forum, and registration is free. If you are interested, you may register here.

Thank you for everything that you do to recruit and enroll international students.

Brian Whalen
Executive Director

AIRC signs letter in favor of Durbin-Graham DREAM Act of 2021.

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Citing an uncertain future for hundreds of thousands of Dreamers, their employers, families, and communities after a Texas federal judge declared DACA unlawful and closed the DACA program to future applicants, AIRC joined more than 400 CEOs, University Presidents, and civic leaders in sending a letter to Senate Majority Leader Chuck Schumer (D-NY) and Senate Republican Leader Mitch McConnell (R-KY) urging them to pass the bipartisan Durbin-Graham DREAM Act of 2021.

The letter reads in part, “We urge the Senate to come together and immediately provide a pathway to citizenship for DACA recipients and DACA-eligible individuals through the passage of the bipartisan DREAM Act, and if necessary, through budget reconciliation. We understand that no bill is perfect, but we believe this existing bipartisan bill is the best framework to protect Dreamers rather than starting over with new legislation,” stated the letter. Read the letter here. See the full list of signatories here.

The letter was convened by the American Business Immigration Coalition, a bipartisan coalition of more than 1200+ business leaders across the country from Texas to Idaho, Arizona to Florida, and the Presidents’ Alliance on Higher Education and Immigration, which brings together over 500 college and university presidents and chancellors on immigration issues that impact higher education. 

Strategic Plan Working Groups

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AIRC’s Working Groups bring together international enrollment management professionals and experts to provide critical guidance and support to AIRC’s initiatives, and contribute to the development of new and valuable resources for the membership and the IEM field.  Each Working Group is made up of 6-12 members, including a chair (invited by AIRC) and a Staff Liaison. Timelines and work plans will be developed by each group with direction and support provided by the Chair and Staff Liaison. 

All content produced by Working Groups is owned and used exclusively by AIRC to serve its members and the field of international enrollment management. AIRC makes final decisions on the quality and distribution of all project outcomes.  

Working Groups to be Established in 2021

The following 5 Working Groups are being established in 2021:

Research and Data Collection Working Group

Diversity, Equity, and Inclusion (Joint Working Group with Diversity Abroad)

Educational Pathways in the U.S. for International Students

Essential Resources Working Group

International Enrollment Management Standards for Institutions

Working Group Descriptions and Deliverables

Research and Data Collection Working Group (2-year term)

This Working Group will advise and help guide AIRC’s data collection projects, including Educational Agency Market Intelligence Reports; a State of the IEM Field Survey; Data Insights Webinars; and a possible “Student Pulse” survey to document international student attitudes. This Working Group will assist in the development of survey questions, the analysis of data, and the dissemination of results.  Working Group members will be expected to serve for 2 years.

Expected Deliverables: 1) Educational Agency Market Intelligence Reports; 2) State of the IEM Field Survey; 3) Data Insights Webinars; 4) Student Pulse Survey.



Diversity, Equity, and Inclusion Working Group (1-year term)

This Working Group will produce a white paper that makes recommendations and identifies resources that support the integration of diversity, equity and inclusion principles into international enrollment management operations and practices. This Working Group will offer a session at the AIRC Annual Conference where session participants will review and contribute to the draft recommendations. The goal is to produce final recommendations with accompanying resources in Spring, 2022. This will be a joint Working Group composed of members of AIRC and Diversity Abroad. The project is expected to be completed in spring of 2022.  Members of this Working Group will be expected to serve until the project is completed. 

Expected Deliverables: 1) A White Paper that makes recommendations on how to integrate diversity, equity and inclusion principles and practices into international enrollment management operations; 2) An annotated list of examples of best practices in integrating DEI principles and practices into international enrollment management operations; 3) a session at the AIRC Annual Conference to present and receive feedback on draft recommendations; 4) a webinar in Spring, 2022 that presents the final recommendations and examples of best practices.

Educational Pathways in the U.S. for International Students Working Group (1-year term)

The U.S. educational landscape is incredibly rich, spanning formal opportunities such as K–12 and secondary schools, vocational and business training, English language programs, community colleges, and undergraduate and graduate programs. Short-term study abroad programs, and volunteer, internship and cultural programs and experiences add to these rich options. This Working Group will produce a White Paper that outlines the distinctive pathways available to international students coming to the United States. This resource is expected to be a valuable contribution to the development of a national strategy for recruiting and retaining international students. The White Paper will make recommendations on how institutions and organizations that sponsor/provide/support these opportunities can and should work together to link these programs to create intentional pathways that respond better to the needs and goals of international students. The White Paper will include examples of existing articulation and transfer models that serve as examples to emulate. The White Paper is expected to be completed in spring of 2022.  Members of this Working Group will be expected to serve until the project is completed.

Expected Deliverables: A White Paper that: 1) provides outlines and descriptions of the diverse educational pathways available to international students coming to the United States; 2) makes recommendations on how institutions and organizations that sponsor/provide/support these opportunities can and should work together to link these programs to create intentional pathways that respond better to the needs and goals of international students; and, 3) includes examples of existing articulation and transfer models that serve as examples to emulate. A webinar in Spring, 2022 that presents and discusses the White Paper.

Essential Resources Working Group (1-year term)

This Working Group will assess what resources AIRC needs to develop in order to serve its diverse membership. Using a recent audit conducted by AIRC staff, the Working Group will discuss and decide what existing resource need to be updated, revised, or completely overhauled. In addition, the Group will make recommendations on what new resources need to be developed and how AIRC can continue to add, develop and update resources.

Expected Deliverables: 1) A set of recommendations on what resources AIRC needs to develop, revise or update in order to better serve its diverse membership.

International Enrollment Management Standards for Institutions (2-year term) 

This Working Group will develop a new, comprehensive set of International Enrollment Management Standards for secondary and higher education institutions. These Standards are intended to provide guidance to institutions in serving the best interests of students, the institution, and its partners.  The Working Group will use the best practices and guidelines that have been published as a launchpad for its work.  This work will involve soliciting feedback from AIRC members as well as key constituents and stakeholders according to the Standards Development Organization process that AIRC is obligated to follow. The new Standards are expected to be completed in spring of 2023.  Members of this Working Group will be expected to serve 2-year terms.

Expected Deliverables: 1) A comprehensive set of International Enrollment Management Standards; 2) a session at the AIRC Annual Conference to present and discuss a draft of the Standards and receive feedback; 3) a webinar in 2022 to present and discuss the draft Standards and receive feedback; 4) a webinar in 2023 to present the final Standards.  

Work Format

Working Groups meet virtually on a regular basis and communicate via email and/or AIRC’s Slack platform.  Timelines and work plans will be developed by each group with direction and support provided by the Chair and Staff Liaison. For example, depending on the topic, some Working Groups may choose to break into Sub-Groups to work on different aspects of a project, or individuals may be asked to contribute their specific expertise.   

Working Group Chairs

AIRC will appoint a Chair for each Working Group as well as a staff liaison.  Chairs provide leadership to keep projects on track and produce quality results. Staff liaisons assist in clarifying project goals and providing support. 

Working Group Member Application

Working Group members are selected through the application process outlined on the Application Form accessible below.  Applicants need not be a member of AIRC. Working Group members must be a member of AIRC if their current position falls within an AIRC membership category. This means that if you apply and are offered a position on a Working Group, your institution or organization will be expected to join AIRC if it is not already a member.  There are a limited number of working group positions for “public” members for those colleagues who are not able to become a member of AIRC at this time. Working Groups will represent the diversity of AIRC members and all member types. Colleagues can participate in only one Working Group at a time.

Key Dates

Working Group Applications Open: June 10 – August 1, 2021

Notification of Acceptance: By August 15, 2021

First Working Group Meetings: August - September, 2021

Application Instructions

To apply for openings on the 2021-2022 Working Groups, please submit your application materials by August 1, 2021 via the online form below.

AIRC Strategic Plan

Here at AIRC, we are constantly striving to inspire the community, diversify membership and provide all possible resources to our members. Thus, we have developed an all new Strategic Plan that will allow us to accomplish our goals to better serve our members and international students. We have written out how we will work at achieving these goals, and how it will solidify AIRC’s reputation as the association that serves and represents the interests of the international enrollment management field.

MISSION

AIRC champions the interests of international students, educational institutions, and educational agencies through the development of professional standards and partnerships that advance effective and strategic practices in international enrollment management.

A Vision for standards-based recruitment and enrollment for every international student.

I. Objective:

Expand AIRC’s reputation and influence as the leading association that provides expertise to the international enrollment management field.

Goals

Goal 1. Achieve wide recognition of AIRC’s expanded identity and reputation among members, partners and constituents.

Metric: Year 2 and Year 4 surveys of members, partners and constituents regarding AIRC’s mission and purpose.

Actions

A. Emphasize in communications and marketing that AIRC is the only membership association that focuses exclusively on international enrollment management (IEM).

B. Highlight the comprehensive resources, programs and events that AIRC provides to advance success in IEM.

C. Emphasize how AIRC serves the interests of students and engage and integrate students in programming and events when appropriate; conduct and feature assessment of international student outcomes.

D. Distribute AIRC’s new public newsletter and Annual Report widely to non-members and key constituents.

E. Consider rebranding AIRC as: AIRC: Association for International Enrollment Management

Goal 2. Achieve wide recognition of AIRC as a Standards Development Organization (SDO).

Metric: Year 2 and Year 4 surveys of members, partners and constituents regarding the perception and effectiveness of AIRC as a Standards Development Organization.

Actions

A. Advocate for AIRC’s place within the U.S. quality assurance sector by attending and presenting at Center for Higher Education Accreditation meetings, regional accreditation commission meetings, and by communicating regularly with these groups.

B. Collaborate with accrediting bodies to integrate AIRC’s standards into existing accreditation standards where appropriate.

C. Make AIRC’s SDO status and role more visible in AIRC communications by referencing the standards whenever possible and appropriate.

D. Emphasize AIRC’s SDO role and make the standards more visible on the website.

E. Align AIRC resources and programs with the standards.

Goal 3. Influence national policies related to international student enrollment.

Metric: Year 2 and Year 4 surveys of members, partners and constituents regarding AIRC’s impact in shaping national policies related to international student enrollment.

Actions

A. Expand outreach and advocacy efforts.

B. Convene top-level national leaders to discuss and debate the development of a national strategy for international enrollment and publish and promote results and recommendations of these discussions.

C. Establish strong linkages with the leading international education associations, Study State consortia, university systems, agency associations, and related groups in the U.S. and internationally, to leverage AIRC’s influence.

D. Establish and maintain effective relationships with federal and state governments in order to advocate effectively on behalf of members, the field and students.

E. Develop strong working relationships with the media by demonstrating that AIRC is the “go to” source for information and views about IEM.

F. Speak out and advocate on issues and topics related to IEM by referencing standards, and by considering the interests and goals of members and students.

G. Expand AIRC’s participation at key international education conferences, meetings, and discussions.

II. Objective:

Embed the principles of Diversity, Equity and Inclusion into the content and culture of AIRC.

Goals

Goal 1. AIRC members incorporate DEI into their international enrollment management efforts.

Metric: Year 2 and Year 4 member surveys to evaluate the impact of AIRC DEI programs, resources, and services in helping members to incorporate DEI into their international enrollment recruitment efforts.

Actions

A. Incorporate DEI into Certification standards and processes.

B. Develop and deliver workshops on various topics around DEI that highlight AIRC members’ cultures.

C. Create a Resource Center for professional development and education about DEI.

D. Create and offer scholarships to institutional partners/agency partners for students to pursue international education opportunities.

E. Expand the AIRC Mentorship Program to offer more opportunities for equity and inclusion, for agency and new institutional members to participate in the AIRC community.

F. Create discussion topics and threads on the new AIRC Online Discussion Forum.

G. Provide DEI resources to assist educational agencies in preparing students to transition successfully to the U.S. social and political environment.

Goal 2. AIRC becomes an association with a culture of diversity, equity and inclusion.

Metric: Annual evaluation led by Board DEI Chair. External review by DEI expert at Year 2 and Year 4.

Actions

A. Integrate the new Board DEI Chair into AIRC’s decision making processes.

B. Create an annual Board member review process that evaluates contributions to DEI.

C. Incorporate DEI into AIRC hiring and review processes, advocacy efforts, publications,

committees, and conference and website content to encourage organizational cultural change.

III. Objective:

Develop and deliver compelling resources, services and programs that are essential for members to advance their international enrollment management goals, adhere to standards, and that foster a sense of belonging to a supportive community of practice.

Goals

Goal 1. Create effective ways for members to engage with and contribute to AIRC.

Metric: Member survey at Year 2 and Year 4.

Actions

A. Create a moderated, online “AIRC Answers Forum” where members can ask questions, address hot topics, share their expertise, and provide pragmatic solutions.

B. Convene periodic “collegial conversations” that bring together diverse members to share ideas and exchange information.

C. Offer agency-led training opportunities focused on the development of successful partnerships among AIRC members.

D. Establish a professional mentoring program that helps to orient early career professionals to the field and the centrality of a standards-based approach to IEM.

E. Engage former AIRC leaders to contribute actively to the association.

F. Create a “Directory of AIRC Experts” that can contribute to programs, events and resources to help the entire membership.

G. Engage a diversity of members when creating and delivering AIRC resources, programs and events.

H. Communicate regularly the benefits that AIRC delivers to members.

I. Provide multiple, convenient ways for members to connect with AIRC leadership.

J. Conduct consistent evaluation of member programs, events and services, including an annual member satisfaction survey.

Goal 2. Improve how effectively member institutions and organizations adhere to standards.

Metrics: Member survey at Year 2 and Year 4 to evaluate how member institutions and organizations are adhering to AIRC standards. Number of certified and recertified educational agencies.

Actions

A. Create a “standards toolbox” of best practices that includes specific practices from certified educational agencies identified as best practices by certification reviewers. Solicit and choose from member institutions best practice examples that support international enrollment management.

B. Partner with a higher education institution to accredit the ISREP Course, offering graduate credit as an option to participants.

C. Create a Code of Ethics or Statement of Ethical Principles.

D. Develop member-expert publications, including case studies and best practices for IEM.

E. Develop a “Recognized for Meeting Standards” assessment and recognition program for institutional members.

F. Create an “International Enrollment Management Glossary” that shapes and influences the terminology used by the field.

Goal 3. Establish the AIRC Annual Conference as the “must attend” event for international enrollment management.

Metric: Double attendance by Year 5. Conference evaluations that demonstrate high value and relevance of the conference.

Actions

A. Deliver content that is valuable and relevant for all types of members.

B. Address key IEM issues and challenges by inviting national and global leaders to participate in sessions.

C. Attract institutional decision makers to participate by developing program that is relevant to and valuable for them.

D. Make the conference “the event where partnerships are made” among educational agencies, secondary institutions and higher education institutions.

E. Convene the conference in different locations each year.

F. Engage both member and non-member institutions that are located in the regions where the conference is held by offering special “hosting” arrangements.

G. Expand opportunities for sponsors to promote their services.

Goal 4. Collect and analyze data that maps the state of the international enrollment management field and provides information to assist members to meet their goals.

Metric: Number of data collection projects. Member survey to evaluate value and relevance.

Actions

A. Draw on AIRC’s agency members to provide market intelligence research.

B. Conduct an annual survey of international students (“AIRC Student Pulse”) that provides information useful to educational agencies, institutions and the field.

C. Conduct annual survey all AIRC members to map the state of the IEM field.

D. Deliver regular “AIRC Data Insights” via webinars and through top-level infographics.

E. Leverage partnerships with other international education associations and organizations to conduct and publish surveys that provide useful information to AIRC members.

Goal 5. Develop and enhance member benefits for higher education members to assist them to achieve their goals.

Metric: Increase in the number of higher education members by 10% each of the next five years. Achievement of a retention rate of >90%.

Actions

A. Increase membership to expand and deepen expertise to serve AIRC’s community of practice.

B. Partner with other higher education associations that intersect with IEM (eg. URMIA, NACUBO, NACUA) to deliver expert programming that serves members.

C. Create an “AIRC Guide to U.S. Educational Opportunities” to promote the variety of educational opportunities and pathways available to international students.

D. Develop “Recognized for Meeting Standards” assessment and recognition program for institutional members.

E. Conduct targeted outreach to regional international education groups by offering to present AIRC content (ie, survey results, resources) as part of their meetings to demonstrate the value of AIRC membership.

F. Partner with associations such as the Community Colleges for International Development (CCID), the Association of Public and Land-grant Universities (APLU), and others to attract more institutions to join AIRC.

G. Develop effective ways for institutions to arrange communications and meetings with certified educational agencies.

H. Attract new institutions by convening the annual conference in targeted cities to make it easier for institutions to attend, sponsor the conference as “host institutions,” and have opportunities to meet with educational agencies.

Goal 6. Develop and enhance member benefits for secondary education members to assist them to achieve their goals.

Metric: Increase in number of secondary education members to a minimum of 50 total members

within the next 3 years. Achievement of a retention rate of >90%.

Actions

A. Partner with The Association of Boarding Schools (TABS) to develop resources, raise the visibility of AIRC among secondary institutions, and recruit members.

B. Facilitate connections between secondary institutions and certified educational agencies, and between secondary institutions and higher education institutions..

C. Increase membership to expand and deepen expertise to serve AIRC’s community of practice.

D. Create an “AIRC Guide to U.S. Educational Opportunities” to promote the variety of educational opportunities and pathways available to international students.

E. Develop “Recognized for Meeting Standards” assessment and recognition program for institutional members.

F. Develop effective ways for institutions to arrange communications and meetings with certified educational agencies.

G. Attract new institutions by convening the annual conference in targeted cities to make it easier for institutions to attend, sponsor the conference as “host institutions,” and have opportunities to meet with educational agencies.

Goal 7. Develop and enhance member benefits for agency members to assist them to achieve their goals.

Metric: Increase in agency memberships by 15% each of the next 3 years. Achievement of a

retention rate of >90%.

Actions

A. Create new membership categories and pricing for small- and medium-sized educational agencies to make membership more affordable.

B. Develop an accessible, clearly understood pathway to certification that includes an option for “stackable certification.”

C. In partnership with agency members, create and deliver US higher education overview sessions for prospective students and families, thereby delivering value to agency members.

D. Launch an agency campus visit program in conjunction with the annual conference as it rotates to different cities.

E. Create an Agency-India AIRC Chapter as a way to serve the specific needs of agency members in India, and attract new members.

F. Promote models for successful relationships between institutions and educational agencies.

G. Collaborate with ICEF to create linkages between ICEF agency training and AIRC certification.

H. Attract new agency members through the TABS partnership.

I. Promote agency college fairs on AIRC website.

J. Conduct regular virtual information sessions for prospective agency members.

K. Launch “Agency Academies” and “Agency Mentors” to assist educational agencies to be successful.

L. Provide a reference letter for certified educational agencies that can serve as part of a letter of introduction when they contact institutions.

M. Make the institutional information in the member directory more useful to agency members.

Thank you

We thank the many colleagues who contributed to the development of the strategic plan, including the Strategic Planning Task Force, Board of Directors, Certification Commission, and leaders of our sister associations. Most of all, we thank the many members who contributed to the process by filling out surveys, participating in listening sessions, and by providing essential feedback on drafts of the strategic plan. Their input provided much of the content and shape of the plan.

AIRC-DA New Affiliation

Diversity Abroad and the American International Recruitment Council (AIRC) are pleased to announce a collaboration that will help institutions to improve their international enrollment practices. Experts from both organizations will work together to develop new resources and programs that assist secondary and higher education institutions to integrate diversity, equity and inclusion principles into their international enrollment recruitment and enrollment operations. A joint working group will work over the next year to develop recommendations and resources and identify best practices.