The growing need for online English testing post-pandemic

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An interview with English assessment expert Derya Uysal

Derya Uysal has been a professional in the education and English language sector for almost 15 years. She has worked for Pearson since 2015 and is currently the Client Services and Training Specialist with the Pearson Test of English Academic (PTE Academic). With a focus on training, Derya has worked with universities, migration and education agents, teachers, aspiring international students and migrants in understanding all aspects of PTE Academic and Pearson English language teaching and learning products. 

It’s no secret that poor English language skills lead to low international student retention. Students must have a good enough level of English to follow lectures, contribute to seminars and integrate into campus life. This makes language proficiency a priority for education institutions seeking international student candidates. 

Recruiters are therefore faced with a huge challenge of evaluating candidates’ English skills, both effectively and efficiently. With increasing numbers of international students post-COVID, this is certainly no small task, especially with ongoing lockdowns and travel restrictions in many countries. 

Secure online English language testing helps recruiters reach the largest number of international students possible. At the same time, it supports students who are unable to travel to test centers.

In this interview, language testing expert Derya Uysal takes a look at how online language tests can benefit both international students and educational institutions. She’ll review the pros and cons, explain exactly how online tests are proctored, and look at how institutions can start accepting online language tests. 

What are the advantages of online language testing?

“There are advantages for both test takers and institutions,” Derya says. “For test takers, the increased flexibility of online testing has made a big difference.” 

This is especially true in a post-COVID environment, when travel may still be difficult and a number of test centers may be closed. Even where travel is possible, the cost of traveling to a center to take a test can be prohibitive for many students living in remote areas. 

At the same time, test takers may have limited mobility or other special requirements – but with an online English test, they no longer face the same barriers to sitting a test. This means that institutions who accept online language tests can reach students they wouldn't be able to reach otherwise. 

On top of this, students can schedule their exam at a time that’s convenient for them. For example, with PTE Academic Online, booking can be made 24 hours in advance and results are typically available within two days. This means no more lengthy delays nervously waiting to find out if they meet the application requirements. 

There are benefits for institutions, too. “Students can move on with their application faster, allowing more people to meet application deadlines,” Derya explains. 

What are the requirements for online language testing?

For test takers, the most important thing when it comes to online testing is having the right equipment. “To take PTE Academic Online, a headset with an attached microphone is absolutely crucial,” Derya says. 

Test takers also need a good internet connection, a Windows or Mac laptop or desktop computer, and a quiet, private place where they won’t be interrupted for the duration of the test, which takes two hours. Test takers who don’t have access to these conditions might need to attend a test center to sit a test, as test centers offer a controlled environment where test takers are provided with a high-quality standard of equipment. 

“This is the drawback of online language testing,” Derya points out. At-home testing places the responsibility on the test taker to have the right equipment and environment for sitting an English language test.

Additionally, Derya explains that, currently, online testing is not generally accepted for visa applications, so candidates should check carefully what the entry requirements are before leaving their home country. 

Are online tests secure? 

Higher education institutions often worry that online tests are not secure and students may cheat. This could lead to a number of issues such as low student motivation or high dropout rates if applicants do not have the level of proficiency to thrive in their courses. Therefore, it’s essential that institutions choose a secure online test from a reputable exam provider. 

“There are five important steps to make sure that PTE Academic Online is completely secure. These ensure institutions can trust in each test taker’s score,” Derya explains. Let’s take a look:  

• Advanced ID verification

Students have to take a photograph of their approved ID when they’re checking in for their exam. Then, identity checks are carried out by AI and a human greeter, who’ll verify the student’s identity. 

• Test environment check 

As part of the test requirements, the student will have to upload photographs of the room where they are taking the test. The proctor checks to make sure the room adheres to exam conditions. 

• Live proctoring 

Students are both recorded on a webcam and monitored by a human proctor throughout the test. The proctor can communicate with the student and has the power to cancel the exam if they think there is evidence of cheating or other suspicious activity. 

• AI monitoring 

There is also an extra level of security with AI monitoring. It detects if there is another person in the room, or if the student changes places with someone else. 

• Locked-down browser

This secure browser feature means that once the exam begins, students can’t access other files or apps on the computer, network or internet. What’s more, PTE Academic Online is a continuous, 2 hour exam. So there’s no opportunity to cheat during the break! 

As you can see, with the right tools and processes in place, online testing can be as secure (if not more so) as sitting an exam in a test center. 

How does online testing differ from in-person testing? 

Candidates may be concerned that this new way of testing will be unfamiliar or stressful. But they don’t need to worry. 

If we take PTE Academic as an example, the online test is very similar to the more traditional computer-based test which is taken in an exam center. In terms of the structure and content, the question types and the duration of the test are exactly the same. The main difference Derya highlights is a variation in the test day process, with students checking in to sit their test online, rather than at a test center. “However, since launching PTE Online in January,” she says, “we’ve had lots of positive feedback from test takers who have enjoyed the flexibility and comfort of doing their test from home.”

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Find out more about PTE Academic Online

Currently, over 450 higher education institutions and universities around the world recognize PTE Academic Online. Over 220 of those are in the United States, including Cornell, Harvard Business School, Wharton Business School and the University of California Berkeley International Study Program. PTE Academic Online has made the process of applying to study at their institutions easier and more streamlined for international students. 

Fill out this form to learn more about recognizing PTE Academic Online at your institution.

PAY THE PIPL - WHAT YOU NEED TO KNOW ABOUT CHINA’S NEW DATA PRIVACY LAW

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Disclaimer: The following piece is an editorial, and should not be taken as legal advice.

On November 1, 2021, China’s Personal Information Protection Law (PIPL) went into effect, expanding GDPR-like protections on the collection and use of personal data of users in China. We review some of the law’s provisions and unique features from GDPR, as well as important context for university compliance teams. We believe that the new law is worth following, as some key implementation details have not yet been published, but higher education institutions that comply with GDPR and FERPA don’t have much cause for regulatory concern with PIPL.

Provisions

PIPL mimics the EU’s GDPR in many of its stipulations, including that companies employ a data protection officer, and that consumers have more control over how companies manage their data. Companies will now need to obtain individual consent to collect sensitive information such as location and financial accounts, and users will be empowered to switch off targeted advertising. And extra scrutiny applies to data processors that handle highly sensitive data like biometric information.

Other aspects, however, are more novel, including the requirement that large scale data processors store China-originated personal data within China and pass a security review. Organizations must undergo a security review if they process the data of more than 1,000,000 people in China, or 100,000 if the data is “important” or “personal.” The requirement for the localization of data hasn’t been published or announced yet, but the thresholds of 1,000,000 users or 100,000 users with personal data seem commonplace in other Chinese regulations such as the PIS Specification. 

A Beijing man checks his smartphone while riding the subway (Xinhua)

Analysis for Universities and Education Institutions

The good news about PIPL is that…Continue Reading

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This article is brought to you by AIRC Strategic Partner, Sunrise International.
Click here for more articles by Sunrise International.

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

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For Immediate Release
Media Contact:
Click here to contact Brian Whalen
Executive Director
240-547-640

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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For Immediate Release
Media Contact:
Click here to contact Brian Whalen
Executive Director
240-547-640

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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For Immediate Release
Media Contact:
Click here to contact Brian Whalen
Executive Director
240-547-640

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.

Role of technology in developing a comprehensive student recruitment experience

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The future of international student admissions is about providing an interactive, personalized, trusted, and seamless experience for applicants to find the right study destination, university, and course for them – enabled by world-class technology.

The average age of those in the Gen Z generation is 16 years old. Gen Z has grown up with access to technology that a decade ago people could only imagine. Smartphones, the internet, and social media have never been more accessible and widely used by Gen Zers! When it comes to studying, Gen Z students are adept at exploring digital resources to understand the admission process, researching studying experiences in a country or city, and planning their tuition and living costs, but they do almost everything online. That said, when it comes to making the biggest decision of their lives (studying abroad) Gen Z students are engaging with trusted brands in education more than ever. And when it comes to trusted brands, quality technology platforms are a must for these students. User-friendly, intuitive, and fast experiences are what Gen Z students expect, and if they don’t find what they are looking for they will go elsewhere.

Globally, there is an ever-growing demand for trusted and established recruitment agents to support universities' diverse student needs. Recruitment agents with innovative education marketing, recruitment technology services, and a wide presence across multiple digital channels are already emerging from the pandemic as channels for universities and colleges when it comes to supporting international student recruitment for Gen Z.

Student recruitment in the current digital arena requires comprehensive student research to build an application platform that integrates different aspects of the complicated and sometimes convoluted student recruitment process. Technology needs to answer questions instantly and in addition to support provided by trusted counselors. Students are seeking technology platforms that must guide them through courses on offer, the admission process, program career outcomes, emerging and popular destination choices, education funding, visa fees, scholarship offers, insurance selection options, tuition fees, and living expenses. Developing platforms that provide the experiences described can take many years and millions of dollars of investment. Platforms that are now providing students a streamlined, quick, convenient, and accessible solution coupled with a personalized support system for students and universities to track the application status in real-time are a must when it comes to choosing a trusted recruitment partner.

The next era of international student recruitment is dynamic and rapidly evolving, consider whether your student recruitment partners are evolving to support your institution’s students.

Top trending education marketing technology solutions for a comprehensive student recruitment experience:

Artificial Intelligence (AI) Solutions and AI Chatbot-as-a-Service: AI has immense power to simplify the admission process and shorten application turnaround time. AI can seamlessly connect and empower high school students, counselors, parents, and university representatives digitally to create fast, reliable, and easy processing of student applications. AI solutions can quickly eliminate unqualified applicants. It can check for incomplete application forms, missing documents for visa processing and pick applications nearing submission deadline on priority. Further, having an AI-powered chatbot can support students with answers to their general queries 24x7 365 days offloading much of the time and effort of university representatives who regularly answer common questions. Another evolving area of AI application is course recommendation engines that are increasingly integrated into student application platforms to provide course choices based on online career aspiration and personality skills assessments.

Online Personality Assessment Tool: Personality skills assessment is vital in giving international students career outcome-based course selection. Many international students come from a different culture and thus have different perspectives and attitudes to program choices. One of the salient features of a personality assessment tool should be its capability to present suitable courses to international students based on their personality traits, attitudes, inter-cultural skills, and behavioral patterns.

Social Listening: Embed social listening in the student recruitment marketing plan for international students to arrive and thrive. Social media is essential for educating potential students about your university. Because the pandemic has opened the door to multiple global education models, students and families have a plethora of opportunities to explore in current times. Engaging students through informative and meaningful content on social media platforms will be crucial to successful student recruitment in the digital age.

Digital Skills Marketplace and Internship-as-a-Service: Developing a future-ready community of prospective international students for the global workplace of tomorrow can give an excellent career headstart to students looking for career-focused study program options. It can also provide a bird's eye view of the employability success of the university's alumni in the industry.

Augmented Reality (AR): Virtual campus tours through AR will define technology tools for international student recruitment. It gives a tremendous engaging experience for the prospective students to learn and know about the university's environment online.

Real-time Student Insights Dashboard: With predictive analytics, it is convenient and quick to generate real-time data insights on emerging student destination preferences, course choices, behavioral patterns, and other trends based on global economic and political changes. It can help institutions adjust their recruitment plans and look for innovative ways to address the gaps and challenges in student recruitment.

Omni-channel Digital Presence: Creating engaging digital content on multiple popular social channels such as Facebook, TikTok, Instagram Reels, YouTube Shorts, and LinkedIn help in educating and informing the prospective students and parents about the university's progress and development. Prospective students can be kept informed about the new course additions, fee waivers and financial aid, cutting-edge research expertise, rankings, alumni successes, and graduate employability score by corporates. A mobile-first approach, developing interactive student recruitment funnels, and conducting region-specific digital webinars can go a long way in creating a comprehensive digital solution to student recruitment.

What's more - after the recent re-branding of Facebook, the METAVERSE is the new buzzword. The pandemic has immersed Gen Z in digital gaming and online communication through chatting, whether compulsion or otherwise. It will be a trending topic to watch for in the coming months and could become the next game-changer in international student recruitment.

Bringing digital innovation to the forefront of international student recruitment will help institutions use data-driven strategies to identify optimal channels to reach their prospective international students at the right time.

By activating the appropriate digital touchpoints and implementing education marketing technology supported by relevant messaging at the proper time, universities can keep student attention, motivation, and engagement levels high. A well-digitized and integrated student application platform that includes real-time omnichannel engagement will be a critical differentiating factor for successful student recruitment in the future.

AECC Global: AECC Global is a leading global international education consultancy headquartered in Melbourne, Australia. We have supported the study abroad dreams of 50K+ international students, connecting them to the right study opportunities through over 750+ top educational institutions. AECC Global's EdTEch is a unified digital ecosystem that makes international education research and application a seamless self-guided process supported by expert education guidance counselors. AECC Global's strength lies in its 450+ highly committed employees across 38 branches in 14 countries and growing. Please feel free to visit our website for more details www.aeccglobal.com.

National Education Policy 2020 (Snapshot)

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Regulatory Body in India

Ministry of Human Resource Development is the apex body of School Education & Higher Education in India. It has been renamed as the Ministry of Education.

Latest development in the education sector in India

The National Education Policy 2020 was announced by the Ministry of Education. It replaces the 34 year old National Policy on Education of 1986. The ministry has released a framework policy document for now, a copy of which is attached in the end.

Major changes brought about in School Education

● Existing 10+2 Curricular and Pedagogical Structure changed to 5+3+3+4.

• Foundational (3 years of preschool + Grades 1-2), Preparatory (Grades 3- 5), Middle (Grades 6-8), and High school (Grades 9-12 in two phases, i.e. 9 and 10 in the first and 11 and 12 in the second) stages respectively, with an option of exiting at Class 10 and re-entering in the next phase.

• No Rigid Separation between Arts & Sciences, between Curricular and extra-curricular activities, between Vocational and Academic streams

• Vocational Education to start from Class 6 with Internships

• Board Examination will be Low Stakes, Based on Knowledge Application

• 360 degree Holistic Progress Card of Child

• Every Child will come out of School adept in at least one Skill

• National Testing Agency (NTA) to offer Common Entrance Exam for Admission to higher education institutions within India

Major changes brought about in Higher Education

• Higher Education curriculum to have Flexibility of Subjects

• Holistic and Multidisciplinary Education -Flexibility of Subjects

• Multiple Entry / Exit

• UG Program - 3 or 4 year

• PG Program - 1 or 2 year

• Integrated 5 year Bachelor’s / Master’s

• Multiple Entry / Exit to be allowed with appropriate certification

• Academic Bank of Credits to be established to facilitate Transfer of Credits

• Affiliation System in India to be phased out in 15 years with graded autonomy to colleges (currently all higher-ed colleges in India are affiliated with a university and the degrees are awarded in the name of the affiliated universities)

• Single Regulator for Higher Education (excluding Legal and Medical) against the current multiple regulatory bodies

• Public Investment in Education Sector to reach 6% of GDP at the earliest

• National Research Foundation to be established to foster a strong research culture

• Internationalization of Education

• India should be promoted as a global study destination providing premium education at affordable costs and restore its role as a Viswa Guru (World Teacher).

• High performing Indian universities will be encouraged to set up campuses in other countries.

Impact on Recruitment from India

• The board exams happening at the end of grades 10th & 12th will remain happening as it is. Only change is that the board exams will test core concepts and application of knowledge.

• Students will have flexibility in choosing subjects

• No Rigid Separation between Arts & Sciences, between Curricular and extra-curricular activities, between Vocational and Academic streams

• Vocational Education to start from Class 6 with Internships

• Students will be able to focus on their subjects of choice. This will provide clarity on choosing their fields at the higher-ed level.

• Students interested in pursuing higher education outside India will have the flexibility to take subjects of their choice well in advance.

Impact on academic partnerships with Indian institutions

• Select universities (e.g., those from among the top 100 universities in the world) will be permitted to operate in India. A legislative framework facilitating such entry will be put in place, and such universities will be given special dispensation regarding regulatory, governance, and content norms on par with other autonomous institutions of India.

• Research collaboration and student exchanges between the Indian institutions and global institutions will be promoted through special efforts.

• Credits acquired in foreign universities will also be permitted to be counted for the award of a degree.

Conclusion

Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this

policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.

Internationalization of education being a separate point mentioned in the document is an encouraging step to promote research and academic collaborations among institutions across borders. This will not only take India to the global platform but also help institutions from outside India to widen their outreach efforts in India. Overall a win-win situation for all.

Please access the document released by the Ministry of Education here: Link

For full PDF file download here

Originally Posted on Aug, 1, 2020 by Simpled.

WhatsApp Marketing for Student Recruitment

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In this video blog, AIRC Sponsor and Simpled Founder and Director, Yasir Ansari, offers a step-by-step tutorial for setting up & using the WhatsApp Business for international student recruitment.

Click here to watch an extended version of this video where international university colleagues discuss the application and methods for integrating WhatsApp into their existing communication plans.

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.

What should an Agent know about the Process of Obtaining an International Credential Evaluation?

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Kimberly Hajec, ECE® Sales Manager, explains how Agents can obtain international credential evaluation reports/assessments for their clients.  

How can a credential evaluation benefit the students I am helping?

A credential evaluation can benefit a student in many ways. The most value it can offer is making sure that the student receives proper recognition for education they have already completed at the secondary or post-secondary level at an international institution. Credential evaluations validate work completed outside the United States and Canada and can offer a grade point average (GPA) calculation indicating how the GPA correlates on a U.S. grading scale. Certain evaluations can also calculate the number of credit hours a student has completed overseas. When making admission decisions, U.S. and Canadian institutions can use this information to decide if a student is admissible (at the graduate or undergraduate level). Also, at institutions that offer merit-based financial aid and/or graduate assistantships, the GPA calculation can help determine if a student is eligible for those competitive scholarships. Finally, the credential evaluation can help a U.S. or Canadian institution determine if any transfer credit could be awarded, saving the student time and money towards their U.S. or Canadian degree. 

How can a recruitment agent use a credential evaluation?

Credential evaluations can help you (the agent) with information on a student’s academic profile. When helping students choose schools to apply to, knowing what their GPA is, how many credits they have completed, or if their bachelor’s degree is equivalent to a U.S. or Canadian bachelor’s degree, can help you counsel students to choose schools that align with their academic achievements. If receiving scholarships is a factor for your student, then knowing how well they have done academically can help you determine which schools may be able to provide them with the financial aid they need. Also, knowing your student’s academic profile allows you to have preliminary conversations with admission officers at potential schools to help determine if your student is the right fit for that institution. Having all this information can help you properly guide students through the admission process.

When helping a student choose a credential evaluation organization, what should an agent look for?

There are a variety of factors that go into choosing an evaluation company, while keeping your student’s needs in mind (factors such as time, cost, customer service, etc.). First, figure out what type of report your student needs, and then research to see if the evaluation company offers it. Second, how soon can the evaluation be done? What is the turnaround time for a completed evaluation? Third, what is the cost? Finally, how are the evaluations completed and what documents need to be sent? For example, at ECE it takes five business days (on average) for a completed evaluation. We offer a variety of evaluation report types (general reports that validate prior coursework, course-by-course reports that offer a more in-depth look at what a student has completed, and many other report types). The cost varies depending upon the type of report the student needs, but our cost for evaluation reports is competitively priced in the industry. Finally, our document requirements vary per country. We complete reports based on country-specific data collected by our research evaluator team that spends a great deal of time determining what is most secure and what is truly available to students in their country. We also have a dedicated customer service team to help answer any questions along the way, and questions are answered within 24 hours. Another thing to look for is can the evaluation company receive electronic documents to complete the evaluation. Also, can they send completed evaluation reports electronically to the schools? This can save time and money for your students. At ECE, we can accept electronic documents from a variety of sources like Digitary, the National Clearinghouse, Worldwide Transcripts and more. With ECE® Dispatch, a free online portal, we can send completed evaluation reports to schools that also include color copies of the student’s official, vetted credentials. 

How can I help my students through the process of ordering a credential evaluation?

Helping your students understand what is needed for a credential evaluation to be completed is key to moving them through the process smoothly. Advising the students on what documents to collect and how the documents should be sent to the evaluation company and helping students with the application process for an evaluation will all be instrumental in making the process seamless. I am sure your students will appreciate that help and guidance! Also, check to see if the evaluation company works directly with agents. Perhaps you can have a more hands-on approach with the evaluation application process. At ECE we value working with recruitment agents, and we have a variety of ordering options that allow agents to be directly involved in the application process for a student who needs an evaluation completed. 

Any final thoughts?

While researching evaluation companies, I would encourage agents to review background information on the company. I would look for testimonials and a customer satisfaction rating. ECE is a Charter member of NACES, the National Association of Credential Evaluation Services, which is an organization that certifies private companies that provide degree and transcript evaluation services. ECE has over 40 years of experience in international transcript evaluation, and our customer satisfaction is at 90%. Those are all important things to look for when helping your students choose the right company to provide a credential evaluation.

How to Better Your University-Agent Relationships with Digital Marketing

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Covid-19 has given rise to a new working relationship between universities and agents. One that blends ‘traditional’ face-to-face student advising with new technologies, pushing the HE sector somewhat unwittingly into a new era of international digital recruitment.

While most institutions choose to keep their relationships with agents and third-party recruiters behind closed doors, the impact of this well established university-agent relationship on enrollment figures is irrefutable. It’s estimated that 45%-55% of international non-EU students at UK HEIs in 2018-19 used the services of an education agent.* The NACAC’s Admission Trends Survey 2017-18 paints a similar picture in the U.S. with 36% of surveyed admissions officers admitting that they use commission-based agents to recruit international students.** But with Covid-19 since limiting international travel and face-to-face recruitment, agents are now considered a vital part of HEIs international recruitment processes.

Digital marketing is one way that universities can redefine their relationships with some of their best advocates. Equipping agents with the right marketing tools will ensure they’re set up to recruit some of your ‘best fit’ students. Here’s how to create marketing materials that put students first, promote transparency and ensure a measurable ROI for your agents.

Putting students first

Putting prospective students first is the unwritten rule of education counselling. It’s therefore unsurprising that the integrity of agents, aggregators and third-party recruiters is one of the biggest concerns for HEIs. Can independent counsellors be trusted to maintain impartiality and recruit the ‘right’ students, while acting in the student’s best interests?

With the number of young people wanting to study overseas only increasing and HEIs desperate to get their international enrolment figures back after Covid-19, agents are needed now more than ever to find new applicants and process their enquiries. Because of this, not working with third parties and new technology is no longer an option. As David Pilsbury, Chief Development Officer at Oxford International Education Group puts it, “we can’t put the genie back in the bottle”.***

HEIs must therefore adapt and create a hybrid recruitment model that blends the expertise of in-country agents with tech innovations to transform the way we think about recruitment. Without the right digital tools, agents won’t be equipped to promote HEIs in the right way.

• Customising your marketing materials to each country or city will mean that your agents are best placed to advise on market-specific enquiries about scholarships, safety, visas, language requirements and cultural differences.

• Training your agents properly will ensure that they know exactly what your HEI is looking for. With detailed information about what it’s like to be an international student at your university, they’ll be more confident in selecting the ‘right’ students for you.

• Create marketing materials with built-in forms. This will give your agents the freedom to manage their own enquiries and offer applicants a personal, professional response.

Promote transparency

It’s incredibly important that HEIs are open and honest about who they work with and who they employ to represent their brand overseas. Having a transparent relationship with agents is the key to developing a strong relationship that’s built on trust. By working together, your main marketing team can spread awareness of in-country agents in your target markets and encourage students to get in contact. By making it clear that you trust your agents, your prospective students will too. To ensure transparency, create a clear comms plan for your agents’ marketing resources and update them regularly to ensure accuracy.

• Personalising your agents’ marketing materials to include their contact information will make it easier for them to have a presence in their market.

• Be honest with interested students about who has access to their data. How will it be used, who will contact them and why?

• Allow your agents to have input into their own marketing materials and blend their market knowledge with your promotional material. This is invaluable to prospective students and will create hybrid resources that are the best of both worlds.

Ensure a measurable ROI

When working with agents and third-party recruiters, it can be difficult to guarantee that your marketing budget is well spent. How do you know if agents are finding enough students for your university and (more importantly) the right students for your university? It all starts with strategy. By supporting your agents’ recruitment strategy and providing them with unique marketing materials, you can collect data and measure their performance.

• Use market data to create publications that meet the wants and needs of your prospective students. In other words, give them what they’re looking for.

• Track your marketing materials. By doing this, you can see where they go, how many people open them and get a good grasp of your student demographic.

• Use your marketing materials to collect leads and drive traffic to your website. This will allow you to quantify and measure the success of your agents’ performance.

Covid-19 has changed the agent-student-university relationship for good. But like every crisis, it has created a lot of opportunities for change and reflection. As HEIs start to navigate their way out of the pandemic and the global movement of international students increases, they’ll require greater assistance from agents and third parties to do a lot of the heavy lifting. By embracing this relationship, institutions can fully make the most of their best advocates. After all, working side-by-side with agents is far better than being three steps behind.

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Learn more about eduKUDU.

*BUILA, UKCISA (2021) A Partnership for Quality: A route to a UK Quality Framework with Education Agents. [Link]

**Admission Trends Survey (2017-2018) National Association for College Admission Counselling.

***David Pilsbury, DVCI at Coventry University. Webinar: The Rise of Student Recruitment 4.0. ThePIE, 23 June 2021.

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.