Useful Resources for understanding the current travel restrictions:
U.S. Center for Disease Control Travelers Prohibited from Entry to the United States
What you should know about the Thrive Act 2021
To Recap:
The U.S. Congress recently passed the THRIVE Act, which updates Department of Veterans Affairs (VA) training and education policies and programs. An overarching goal of this new legislation is to improve veteran employment and codify the VA’s Principles of Excellence program through amendments to the Isakson-Roe Act. One amendment limits “providing a commission, bonus or other incentive payment based directly or indirectly on success in securing enrollments or financial aid to any persons or entities engaged in any student recruiting or admission activities or in making decisions regarding award of financial assistance.”
This new language is clearly not in alignment with the Higher Education Act of 1965 as amended, codified at 20 USC 1094(a)(20), which allows incentive compensation for the recruitment of “foreign students residing in foreign countries who are not eligible to receive Federal student assistance.” Because U.S. institutions receive funding for helping to educate veterans through the GI bill, there is concern that the THRIVE Act may impact GI bill funding to institutions if incentive compensation is paid for the recruitment of any student, including international students.
AIRC is now working with other associations and groups to call for corrections to the THRIVE Act. As an AIRC member, your institution has an important role to play.
How AIRC Members Can Help? Act Now:
AIRC members can play an important role on this issue through the following steps:
1. Review information on NAFSA’s website: https://www.nafsa.org/regulatory-information/thrive-act-veterans-benefits-provision-poses-unexpected-challenge-use
2. If you work at a U.S. higher education institution, speak with your institution’s federal relations officer about the potential impact of this legislation on your institution. Explain the specific impact on the recruitment of foreign students.
3. Ask the federal relations officer to reach out to the House Committee on Veterans’ Affairs and the Senate Committee on Veterans’ Affairs to request a technical correction be made that aligns the THRIVE Act with the language included in the Higher Education Act of 1965, as amended, codified at 20 USC 1094(a)(20).
Below are links to the members of both the Senate and House Committees on Veterans’ Affairs. It is particularly important for members in states that have representatives on one or both committees to reach out to the Committee members.
Senate Committee Members: https://www.veterans.senate.gov/
House Committee Members: https://veterans.house.gov/about/members
Talking Points When Reaching Out to Committee Members:
1. Emphasize the economic impact that international students have on the state and the congressional district where your institution is located: https://www.nafsa.org/isev/reports/state
2. Describe the positive impact of international students on your institution. Explain what percentage of international students come from agency, pathway and other recruitment partners.
3. 1 in 5 international students responding to last year’s QS survey indicate that they used the services of an educational agency: https://monitor.icef.com/2020/11/students-relying-more-on-education-agents-for-assistance-with-study-abroad-decisions/
4. The AIRC/NACAC survey from earlier this year indicates that 49% of U.S. institutions partner with educational agencies: AIRC - NACAC Survey Provides Insights Into Institution – Agency Partnerships — AIRC (airc-education.org)
5. The THRIVE Act fails to align with the language in the Higher Education Act of 1965.
6. Review any decline in international student enrollment that your institution has experienced over the past few years. How will this new legislation have a further negative impact on international student enrollment?
Next Steps
1. AIRC will continue to advocate for a Technical Corrections bill that would modify the THRIVE Act so that it does not adversely impact institutional – agency partnerships and the recruitment of international students.
2. AIRC will keep members informed and let you know what you can do to assist in these efforts.
Thank you for your active membership in AIRC. Please feel free to contact, AIRC Executive Director, Brian Whalen, directly if you have any questions.
AIRC 2021 Annual Conference Travel Grant Program
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 Inside Look - Aug 12, 2021
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AIRC Inside Look - July 29, 2021
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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...
The Pros and Cons of Setting Placement Targets for Educational Recruitment Agencies
Sales goals have long been a common tactic used by all types of businesses. Because the pandemic has put stress on institutional budgets and resources, educational agencies may be seeing an increase in institutions requesting the establishment of goals or targets. Specifically, institutions may request or require that agencies produce a certain number of student enrollment referrals.
PROS of Establishing Targets
Goals focus attention on what is important and provide employees direction about how to perform their jobs. Goals energize people and motivate them to succeed. In the business world, it is common for companies to link sales team incentive pay to goal achievement. This makes effective goal setting a common strategy for directing and motivating sales teams and controlling costs. (Harvard Business Review 6.14.2019).
For institutions that have a strong track record of partnering with agencies and a portfolio that includes multiple agencies in various markets, enrollment targets help to streamline operations and focus on the agencies that are high performing and producing higher numbers of student referrals.
When institutions set targets that are then met, agencies are rewarded with any added incentives and sustained, long-term institutional relationships.
Institutions that use targets to focus on their partners that provide best student fit can focus on successful partnerships and refine their overall agency portfolio by terminating contracts of partners that are not performing.
CONS of Targets
Superior agency performance is not just about numbers: it includes quality matching of student profiles to the institution.
Educational agencies may feel pressure to meet targets and refer poorly matched students to the institution. Repercussions of this poor placement may include student academic failure, student transfer, and harm to the agency’s and the institution’s reputation.
Target setting should be approached with caution by an institution that is new to agency partnerships and not as well known internationally. In this case, setting student referral targets may be unrealistic and impractical until that institution has time to build its brand and develop a marketing plan with and train the agency partner.
Best Practices for Establishing Targets
When institutions and agencies choose to partner together, they must undertake a commitment to devote resources and acquisition costs to that effort, including staff time dedicated to contract negotiations and partnership management. There are also costs for production of recruitment materials, other marketing, and costs to train agency counselors. For the benefit of both institutions and agencies, AIRC has outlined below some best practices when considering targets and establishing targets.
Conversations around goal setting are critical and should be had early in contract negotiations. For example, agencies should be able to generally predict if they have right-fit student clientele for institutional prospects. Would additional resource commitments from the institution be required to meet goals?
Poorly matched institutional-agency partnerships may result in few or no student referrals. The question should be asked in advance: Is there a clear rationale for the agency to contract with a particular institutional partner?
Instead of simply stating the targets and rewards, align the targets with stated goals for best-fit student referrals and the promise to provide the tools to the agency to help them represent the institution, such as regular training, frequent communication, and quick, responses to inquiries.
Consider measuring and setting goals not only for the “outputs” (i.e., Student referrals) of a partnership, but also for the “inputs.” For example, set goals for the activities that bring referrals, such as training. How many counselors attended training? Were those being trained assessed on their knowledge and praised when satisfactory results were achieved?
If targets are used, start with small goals and increase them over time. Evaluate performance regularly and have open discussions about the targets and the need for making any adjustments.
Consider using targets only in markets that are already producing strong referrals. Allow newer or smaller markets the time necessary to build your institutional brand in them.
Blog post by:
Jennifer Wright, AIRC Director of Certification and Associate Director
George Burke, SUNY University at Albany
Brian Whalen, AIRC Executive Director
Catherine Marte, AIRC Member Services Manager
What should a prospective international student know about international credential evaluation?
Leigh Lane Peine, Senior Director of Marketing at Educational Credential Evaluators (ECE), writes about the importance of credential evaluations, a vital piece of the application process for international students looking to study abroad.
Q. What is credential evaluation?
A. A credential evaluation (referred to as an assessment in Canada) compares academic and professional degrees earned in one country to academic and professional degrees earned in another. Colleges, universities, employers, and governments use credential evaluations to evaluate foreign education as part of the admission or hiring process.
Acquiring a credential evaluation will ensure your foreign education is fully understood by colleges, universities, and employers within the United States and Canada. The documents used for an evaluation are verified for authenticity, so the institution will also have an assurance that your background is legitimate.
If you are a student, once the credential assessment report is prepared it is sent to the institution that you are applying to so that they can understand your academic achievements when considering you for admission.
Q. Who needs a credential evaluation?
A. Looking at it from the perspective of a student interested in study abroad, you will need a credential evaluation to apply to most higher education institutions in the U.S. and Canada. Credential evaluations explain your previous coursework and grades earned so that they can be considered as a part of your application for admission. You will be told by your university adviser that you are required to have an assessment, and it will likely be listed as part of the checklist for applying on the university’s website.
In addition, agents use credential evaluations to validate the qualifications of students they present to their institutional partners.
Q. What’s in the report?
Depending on the type of report you choose; it can include information such as: The name of the credential or degree you earned in another country,
What the credential or degree is equivalent to in the United States or Canada,
The courses you had taken or completed for the study program and the U.S. and Canadian equivalent credits and grades,
The equivalent grade point average in the U.S. or Canada,
And any additional comments or explanations about the credential or degree program.
Q. What type of report should students order?
A. Before applying, you should talk to your school adviser to determine first if you need a credential evaluation report, and if so, what type of assessment report they require. The most common report type is a Course-by-Course, but you should confirm what your chosen university requires.
Q. What kinds of documents do applicants need to provide?
A. You will want to check the website of the credential evaluation organization that you are using to make sure that you provide the correct documents. At ECE our document requirements vary by country of study to be the most secure yet reasonable to obtain.
Q. What should students look for in an organization that provides credential evaluations?
A. First, and very importantly, make sure that the school to which you are applying accepts the report from your chosen evaluation provider. Universities may accept reports from only one, multiple, or all providers. Most will advise you which organizations’ reports are accepted, but if you are not sure, ask. You don’t want to spend the time and money on a report that the university you want to attend does not accept.
In the United States, credential evaluations are unregulated by the government, and there are many providers, both nonprofit and for-profit. However, the National Association of Credential Evaluation Services (NACES) holds organizations to strict standards in the credential evaluation community. This seal of approval is trusted and often required, by universities throughout the U.S.
Look for organizations with a long history of helping students and the higher education community. The organization should be staffed with experts in the field, and their evaluators should have many years of experience. For example, at Educational Credential Evaluators (ECE) we have been around since 1980, and our evaluators have an average of 12 years of experience.
And consider the level of customer service you can expect from a provider. You may have questions along the way. Does the provider have full-time customer service staff available to help you? How quickly will they get back to you? Once the evaluation is completed, can you or a university representative talk to the evaluator who prepared the report if needed?
Also, check the independent reviews by other applicants, such as Google reviews. If an organization does not allow reviews to be posted on social media, that may be a red flag. Work with an assessment provider that understands how stressful the process of applying to universities overseas can be and will make the evaluation piece as simple as possible and will be there for you if you need help.
Q. Any final thoughts?
A. I would like to mention one more thing. A credential evaluation should not be taken lightly. It is an extremely important part of the process to study in another country. When a stranger halfway around the world has the report in their hands, they’re looking at your accomplishments and the potential you have, so it’s imperative that you be given proper recognition so that person sees you in the most positive light.
It is inspiring to see the individuals ECE serves given the opportunity to improve their lives, the lives of their families, and, quite frankly, the world. We want and need the talents of qualified and passionate people now more than ever.
Reproduction in whole or in part without permission is prohibited.
This is a sponsored post.
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.
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.
AIRC Inside Look - July 15, 2021
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AIRC Inside Look - July 1, 2021
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Strategic Plan Working Groups
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.
AIRC-CCID New Affiliation
Contact: Stephanie Kelly
Executive Director
executivedirector@ccidinc.org
Contact: Brian Whalen
Executive Director
Brian.whalen@airc-education.org
Community Colleges for International Development and the American International Recruitment Council Announce a New Collaboration (April, 2021)
Community Colleges for International Development (CCID) and the American International Recruitment Council (AIRC) are pleased to announce a collaboration to expand high-quality, community college educational opportunities for students worldwide. The partnership will include a sharing of expertise between the associations, the development of new resources and programs specific to international enrollment management at community colleges, participation in each association's annual conference, and numerous opportunities for CCID member Institutions and AIRC members to connect and collaborate. In addition, the affiliation will greatly enhance the ability for students and families to discover and pursue the extraordinary advantages of a community college education.
Stephanie Kelly, Ph.D., Executive Director of CCID, stated,"CCID's collaboration with AIRC will enable community colleges to draw on some of the best expertise in international student recruitment as they share the incredible opportunities available at today's community colleges with prospective students."
"Together, AIRC and CCID will help to expand high quality educational opportunities for international students by helping to enhance international recruitment and enrollment capacity at community colleges," said Brian Whalen, Ph.D., Executive Director of AIRC.
About Community Colleges for International Development (CCID)
CCID is an international association of community, technical, and vocational institutions dedicated to creating globally engaged learning environment. Members engage within CCID's network to improve practice, participate in learning communities and collaborate to advance global opportunities at the college level. CCID supports student success and campus goals through helping members build capacity for comprehensive internationalization, partnership development, education abroad and international student recruitment.
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 safeguards the interests of students through the development of professional standards and collaborations between educational institutions, educational agencies, and service providers to advance student mobility and strategic international enrollment management.