aecc Market Watch: Vietnam

If you’re looking to diversify your international student recruitment efforts into new markets, Vietnam is certainly worthy of exploration. Vietnam now sits in the number fifth rank globally of all countries sending students to the United States for higher education after China, India, South Korea and Canada as per the IIE's 2022 Open Doors Report. With a growing economy and young population eager to study abroad, there's an abundance of opportunity to enter the market or build on your current institutional presence to grow and diversify your institution's international enrollment from this key market in Southeast Asia.

I spoke with Quan Hoang, aecc's Vietnam Country Head, about the Vietnam market and how it continues to be a worthwhile place to recruit.

How do you feel about the current state of the Vietnam market and interest level from students to study in the USA? 

The United States remains the top destination for Vietnamese students to study abroad among English-speaking destination countries, with over 33,000 students (29,000 at the HEI level and 4,000 at the K-12 level) studying in the United States. Even during the pandemic, we saw demand continue to increase. Overall, we’re incredibly optimistic about the recruitment potential in Vietnam, yet cautiously aware of both the price-sensitivity of students and families and overcrowding in the market.

Which study levels are most in demand?

Vietnam has long been more of an undergraduate-oriented market with ample opportunity for community colleges, traditional universities, and pathway programs.

How do you view study destination demand differing between the northern and southern regions of the market?

Due to history within the country and current social background, English-speaking study destination demand is significantly varied by region in Vietnam. In the northern areas of Vietnam including the capital city of Hanoi, Australia is favored across all study levels (undergraduate and graduate) followed by the UK, particularly at the graduate level. For the USA, most of the interest from northern Vietnam is at the undergraduate level.

In the southern areas of Vietnam including Ho Chi Minh City, the United States is in top demand for all study levels, but especially for prospective undergraduate students. Australia and Canada share the next market volume for demand for both HEI’s and K-12. In the South, demand for the UK is not as prevalent. 

Are you seeing any lasting effects of the pandemic that impact international student recruitment in Vietnam?

We are no longer seeing a negative impact on recruitment activities from the pandemic in Vietnam and many events and activities have resumed in person. That being said, students and parents are very familiar and comfortable with fully virtual or hybrid events not because they fear COVID-19 risks, but because they prefer to have chance to connect whenever and wherever they are based.

What excites you most about recruiting in Vietnam as we look ahead?

The Vietnam market continues to grow and alongside it, so does aecc with two offices now in both Ho Chi Minh City and Hanoi. Our team of expert counselors support students at every step of the process to their enrollment in the USA with our #growwithAECC campaign and USA-focused recruitment activities. There are many advantages of a global agency alongside our strong portfolio of partner institutions, and aecc Vietnam is positioned as a top choice for students and our partners in this crowded market.

Written by Maureen Czub, Senior Partnerships Manager - USA for aecc. Maureen is passionate about international education, with over 7 years of experience working in both the private sector in business development and client management, as well as institutional positions in international marketing and recruitment at two USA universities. Maureen can be reached at maureen.czub@aeccglobal.com.

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ABOUT aecc

With a growing global footprint that currently spans 49 offices across 14 countries, aecc is a leading international student recruitment company with a student first approach. We're reimagining international student recruitment and we take pride in our commitment to helping our clients actualize their foreign education and immigration dreams with ethical, unbiased, and honest guidance. Our 500+ staff members speak 21 different languages and have serviced students from over 40 different nationalities in the years that we have been in operation.

To learn more about aecc, please visit aeccglobal.com.

A Focus on Documentation while Applying for a Credential Evaluation Report

Co-written by Kimberly Hajec and Margaret Wenger of Educational Credential Evaluators (ECE)

Kim has been a Client Solutions Manager at ECE for almost two years. Her special focus is working with recruitment agents. She has over 15 years of experience in international recruitment, admissions, and immigration advising.

Margaret has worked for ECE since 1990 and currently holds the position of Senior Director of Evaluation. Her focus is on ECE policy development, quality assurance, and digitalization strategies. She also serves on the board of directors for the Groningen Declaration Network.

Helping a student obtain a credential evaluation to apply for admission at a U.S. or Canadian university can be confusing. As a recruitment agent, you want to help your students through that process. It’s one important step in the admissions process that you need to guide them through. How can you do that when you’re unsure of the process yourself? What documents do your students need to submit? How can documents be sent to the company completing the evaluation report? Let’s dive in and get you the answers you need!

What is the process to apply for a credential evaluation?

Most evaluation companies will have their own application for the student to complete. At ECE, students will:

• Create an account using an email address and password

• Answer basic biographical information (name, date of birth, mailing address, etc.)

• List their educational history which includes:

  • information on all the institutions the student attended

  • how long they studied at each institution

  • the country where the institution is located

  • the degrees or credentials awarded

• Pick the report type they need (we encourage students to figure out what report type they need by reviewing their institution’s requirements prior to beginning our online application)

• Pay for the report and submit their documents to the evaluation company

What documents do students need to submit?

The documents students need to submit include their complete transcript from each institution listed on their application and any degree certificates that they received. Typically, the student will need to submit the documents in the original language accompanied with an English translation. Some evaluation companies require an English translation that was completed by a translation company. At ECE, the student can translate their own transcripts into English if it is a word-for-word translation and in the same format as the original document. Or, they can pay for a translation waiver, which means they do not need to submit any English translation of their educational credentials.

In order to complete the evaluation report, in most cases official documentation for the study completed is required. The format and method of transmission varies depending on the country, institution, and program, but ECE’s overall philosophy is to require the most official, secure documentation that is in keeping with the standards of the country in which the student was educated. For many countries, this is either original documents that were issued to the student, or documents in sealed envelopes to be opened by ECE. We are able to receive many official documents electronically, and, in some cases, are able to accept copies of documents that can be verified online. Because the global political, economic, and cultural realities are constantly changing, we update our documentation requirements to reflect those realities. We encourage students to carefully review our documentation requirements before submitting their applications for evaluation reports. After completing the report, ECE returns most original documents to the students.

Are scanned copies of documents acceptable?

We get this question a lot. At ECE, we are researching services all the time that offer online, shareable documents through secure websites. Like any type of document - photocopies, scans, or originals - the origin of the document is important. In addition to many institutions issuing electronic documents, there are also third parties that issue or re-issue verified official documents electronically. Check with the evaluation company where your students are applying to see if they work with any services that are available online. At ECE, we accept documents through providers like Electronic Transcript Exchange (ETX), Digitary, My eQuals, TrueCopy, and Worldwide Transcripts. Also, if the institution is unable to provide paper documents, we try to work with students to accept alternatives. In some cases, ECE may be able to accept secure documents directly from a verifiable email address of the institution, or uploaded scans of documents that can be verified on institutional databases.

Any additional suggestions?

When helping your students apply for a credential evaluation, always research the company they’re thinking of using. Hopefully, the company has clear, concise instructions on how to apply for an evaluation report and how to send in the required documents. Don’t be afraid to ask questions if you don’t understand something. At ECE, we have a customer service team that is ready to answer all your students’ questions, and we also have an institution support team that provides support and guidance to recruitment agents that choose to work with ECE.

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Educational Credential Evaluators (ECE), a non-profit organization located in the United States, reviews academic achievements by individuals from other countries and converts them to the U.S. or Canadian system. ECE is a charter member of NACES and a recipient of the Better Business Bureau Torch Award for Ethics. 

Find Yourself and Realize your Dreams: The Military School Experience

Really, a military school experience?  Yes, really!  Today’s military schools offer an incredible array of fun and challenging experiences that, are arguably, absent in many other educational venues.  True, the organizational structure requires that you demonstrate an elevated approach pertaining to personal accountability, responsibility, and respect for yourself as well as others.  However, such structure provides a foundation for growth as faculty, staff, students, and as applicable, parents/guardians enter a partnership of engagement and collaboration.   

Peer leadership and followership are incredibly important aspects of the experience.  Upon arrival, incoming students are met by current cadets (students) who have given of their time and convenience to promote a positive and caring transition for those who are beginning their military school journey.  Character is the essence of leadership, and cadets at today’s military schools are taught to lead, as well as follow, with a servants hear.  Accountability is essential, but an authoritative approach to leadership and fellowship does nothing to promote trust, build community, or sustain a culture of respect.  Rather, values such as duty, honor, service, and achievement are modeled and reinforced.

Yes, the experience can be fun!  A student-centered experiential (hands-on) approach to learning is realized in the classroom, the athletic field, and through various clubs and organizations.  Many cadets are provided the opportunity to display their artistic, academic, and leadership skills through participation in regional and national concerts, competitions, and symposiums.  For example, the annual military school concert attracts numerous military bands and choirs nationwide.  For those with a thirst for science and technology, programs, and clubs specific to STEM challenge the most creative and talented young minds.  Moreover, many (most) of the schools provide unique outdoor experiential opportunities which promote confidence, team building, and a sense of self that is difficult to replicate in many educational venues.  For example, rappelling, high ropes and low ropes course, and outdoor and wilderness excursions are often part of the learning process.      

Of extreme importance is the reality that often students, regardless of the educational venue, will experiences issues specific to their physical, mental, emotional, and social wellness.   Therefore, many schools have established and/or escalated resources to address various aspects of physical and mental wellness.   To compliment such efforts, cadets are introduced to programs and initiatives which promote awareness and understanding of self and others. Such initiatives may be of particular importance for schools which support an international student population. 

Apart from the federal service academics and various four-year colleges and universities, a majority of students in attendance at military schools and colleges will not enter into the profession of arms.  However, the structure provided through the military model of education provides a framework for students to continue a life-long journey of growth as citizens (leaders and followers) of character prepared to serve for the betterment of themselves and others. 

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New Mexico Military Institute (NMMI) is a 2023 AIRC Premium Annual Sponsor. To learn more about NMMI, visit https://www.nmmi.edu/.

AIRC Announces the Institutional Recipients of The Sir Cyril Taylor Memorial Scholarship for Study in the United States (February, 2023)

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The American International Recruitment Council (AIRC) is pleased to announce the institutional recipients of The Sir Cyril Taylor Memorial Scholarship for Study in the United States. Each of the institutions selected will receive up to $10,000 USD in funding to award scholarships to disadvantaged or underrepresented students from the United Kingdom to enroll at their institution. This scholarship is made possible by a generous donation by The Cyril Taylor Charitable Foundation. Students who receive the scholarship will enroll at the selected institutions during the 2023-2024 academic year and will be pursuing either full-degree or short-term, non-degree programs.

The institutional recipients are:

California State University, Long Beach

Elgin Community College

Middle Tennessee State University

Nazareth College

San Mateo County Community College District

State University of New York at Plattsburgh

University of Louisville

University of Maryland, Baltimore County

University of Tennessee Knoxville

AIRC Executive Director Brian Whalen commented, “This program is a wonderful example of how a partnership between a charitable foundation and a membership association can make a positive impact on students’ lives through high quality educational opportunities. I’m very proud of our AIRC members who have been chosen to host deserving students from the United Kingdom to study in the United States.”

As a Trustee of the Cyril Taylor Charitable Foundation, AIFS Chairman William L. Gertz stated, “This is the first time we’ve done a cooperative program with an organization that involves U.S. institutions bringing in international participants. We trust the institutions will do a really good job of finding the students who fit Sir Cyril Taylor’s vision of increasing diversity and inclusion in study abroad. We’re very proud of the work that the foundation has done in its initial few years and we’re very excited about the future this brings to move the needle so that more students from the United Kingdom can study abroad.”

AIRC Director of Membership and Sponsorship Rachael Lamson commented, “AIRC is extremely pleased by the quality and diversity of AIRC member institutions who applied to receive The Sir Cyril Taylor Memorial Scholarship funding. This program will directly benefit our members by assisting institutions and agencies to achieve their international enrollment goals. We look forward to supporting the scholarship recipients while spreading awareness about this transformative opportunity.”

Contact: Rachael Lamson

Director of Membership and Sponsorships

rachael@airc-education.org.

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American International Recruitment Council and American International Accreditation Association of Schools and Colleges Announce a New Partnership (February, 2023)

Contact: Brian Whalen
Executive Director Brian.whalen@airc-education.org

Contact: Ronald Kovach Executive Director rkovach@aiaasc.org

American International Recruitment Council and American International Accreditation Association of Schools and Colleges Announce a New Partnership (February, 2023)

The American International Recruitment Council (AIRC) and the American International Accreditation Association of Schools and Colleges (AIAASC) are pleased to announce a partnership that will advance global quality international recruitment and enrollment based on standards. The partnership will include a wide range of initiatives that will benefit the members of both associations, including: joint training in how to implement standards-based recruitment; promotion of AIRC’s certified agencies to AIAASC schools; recruitment resources and fairs that connect each association’s members; and streamlining processes for students at AIAASC accredited schools to apply to and enroll in AIRC member institutions.

AIRC Executive Director Brian Whalen commented, "AIRC and AIAASC share a commitment to ensuring that students around the globe have a high-quality recruitment and enrollment experience when they choose to study in the United States. AIRC member institutions, agencies and service providers will benefit from this collaboration through the many opportunities to form new partnerships with AIAASC’s outstanding secondary schools around the world.”

Ronald Kovach, Executive Director of AIAASC, stated, “AIAASC is delighted to partner with AIRC – a globally-responsible leader in international student enrollment practices. AIAASC schools will be greatly enhanced through this cooperative agreement as students, school leaders, and families can be assured of the integrity of AIRC’s expert services while exploring opportunities for university study in the U.S.”

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, educational agencies, and service providers through the development of professional standards and partnerships that advance effective and strategic practices in international enrollment management.

About the American International Accreditation Association of Schools and Colleges (AAIASC)

Established in 1992, AIAASC is a U.S. quality assurance organization that accredits American International K-12 Schools by applying rigorous quality standards through conducting on-site reviews. AIAASC has a ten-year record of accrediting international K-12 schools that follow an American- styled curriculum around the globe. AIAASC is fully recognized by the National Council for Private School Accreditation (NCPSA) and works in close partnership with the Middle States Association Commission on Elementary and Secondary School (MSA-CESS).

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ApplyBoard Pulse Survey Shows Affordability and Visa Processing Time Top Student Concerns

What were the top student concerns when it came to studying internationally in 2022? What is the US’s reputation for offering students safety, affordability, and post-graduate work opportunities?

The ApplyBoard Pulse Survey seeks to answer these questions and more. ApplyBoard works with more than 10,000 recruitment partners (RPs) from around the world. This actively managed network allows ApplyBoard to connect with prospective students from over 125 countries. In October, ApplyBoard reached out to its network of RPs to get a pulse on the international education sector.

More than 900 RPs responded to the Pulse Survey, representing over 60 countries. The results help provide valuable insights into the top concerns of prospective international students, as well as illuminate how students and RPs alike view destination markets and institutions.

Affordability the Top Student Concern

As highlighted in ApplyBoard’s second annual trends report, affordability issues dominated the concerns of prospective students in 2022:

85% of respondents cited cost of studying as a student concern when choosing where to study, making this the most commonly occurring concern. Post-graduation work opportunities (80%) and cost of living (73%) rounded out the top three. All three of these top responses relate to affordability and return on investment. These results are unsurprising, as high inflation and rising interest rates led financial news around the world throughout 2022, and a global recession looms over 2023.[1]

Visa processing times and approval rates also rated highly as a student concern, with a 66% response rate. A steep drop followed these four concerns. A destination’s reputation as welcoming to international students was the fifth most common response with 31%, a difference of 35 percentage points from the visa processing times response rate.

Majority of RPs View the US as an Affordable Destination

If affordability is the biggest concern for prospective students, what’s the US’s reputation as an affordable market?

A combined 65% of RPs agreed that the US is an affordable destination for international students. This left a combined 35% of RPs who did not consider the US affordable.

Because affordability reigns supreme among student concerns, institutions should be sure to highlight their scholarships, resources, and work opportunities in their recruitment strategies. This is particularly true for those in the US’s many low-cost-of-living states. A lower cost-of-living could be a major difference maker for many students, thereby providing institutions in those states a competitive advantage.

Were Students More or Less Interested in International Study in 2022?

With affordability topping student concerns in 2022, have prospective students grown more hesitant to study internationally? The chart below shows surprising results:

Despite the macroeconomic conditions, prospective students grew more interested in studying internationally during the summer of 2022. 83% of RPs responded that they’ve seen a significant or moderate increase in the number of students interested in studying internationally. This aligns with the Institute of International Education’s Spring 2022 Snapshot released in June, in which 65% of responding American institutions reported an increase in applications for the 2022/23 academic year.

This increased interest speaks volumes about the opportunities and career progression offered through international study. 72% of RPs agreed that the US provides international students strong opportunities to work after graduation, while only 7% disagreed:

The US’s Optional Practical Training (OPT) program is highly popular among international students. In 2022, 185,000 international graduates worked under OPT.[2] And in January 2022, the Biden administration took steps to make OPT more accessible to international students by making 22 additional STEM sub-fields eligible for the two-year OPT extension.[3] Institutions should be leveraging their unique post-study work connections for prospective students as much as possible.

Safety a Significant Concern for Students Coming to the US

The US’s reputation trailed when it came to being welcoming and safe for international students:

76% of RPs agreed that the US is open and welcoming to students. Similarly, the US received a 77% positive response rate when it came to safety and stability for international students.

But 2023 could be a year for the US sector to make positive strides. The US dollar reached generational strength in 2022. Leveraging the strong USD to invest in student support networks like building more affordable housing, meal plans, and career services would help the US sector build bridges with prospective students around the world and grow its reputation as a student-oriented market.

What’s more, a number of pandemic-era visa changes that were initially temporary, such as the digitization of signatures on student visa documents, have recently been made permanent due to their efficiencies. These efficiencies show governmental support and progress toward streamlining the education journey for international students.

The Bottom Line

The ApplyBoard Pulse Survey is a useful tool for checking in on the international education sector. With over 900 respondents representing more than 60 countries, it helps take a pulse on how students and RPs view destination markets.

The results from this October 2022 survey show that affordability reigns supreme among student concerns. And these concerns will likely grow in 2023 with a recession looming over the global economy.

Institutions in the US should shore up recruitment strategies with these affordability concerns in mind. With cost remaining a huge factor for prospective students, institutions should be stressing the value of an education from their programs and what unique institutional factors will help students succeed and gain employment after graduation.

Stay tuned to ApplyInsights, which will run the survey again in the spring.

ABOUT APPLYBOARD

ApplyBoard empowers students around the world to access the best education by simplifying the institutional search, application, and acceptance process. By connecting international students, academic institutions, and recruitment partners on a single online platform, ApplyBoard drives qualified student applicants and diversity to more than 1,600 campuses across Canada, Australia, the United States, the United Kingdom, and Ireland. ApplyBoard has helped more than 400,000 students along their educational journeys.

To learn more about ApplyBoard, please visit applyboard.com.

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[1] The World Bank, Risk of Global Recession in 2023 Rises Amid Simultaneous Rate Hikes. September 15, 2022.

[2] Data courtesy of Institute of International Education (IIE) Open Doors Report.

[3] The White House, “FACT SHEET: Biden-⁠Harris Administration Actions to Attract STEM Talent and Strengthen our Economy and Competitiveness.” January 21, 2022.

Graduate employability – and how to fill the skills gap

Students are making more informed choices about what and where to study – or whether continued study is suitable for them at all – based on outcomes and value for money.

Employers increasingly expect graduates to have the knowledge and skills that allow them to make a meaningful contribution once hired.

Meanwhile, organizations worldwide wanting to flourish in a post-pandemic world face the singular challenge to fill skills gaps as they start to accelerate their digitization and automation programs.

This is one of the reasons PeopleCert develops professional, best practice certifications – including micro-credentials in business and IT plus language proficiency testing – to help educational institutions and their learners respond to these skills challenges and increase graduate employability.

Matching the skills industry demands

But why is this so important for today’s higher education providers and their graduates joining the workforce?

McKinsey Global Institute reported in May 2022 that “the job openings that exist are typically for higher-skilled positions and many people who are looking for work don’t have the skill sets employers are looking for…it’s a structural mismatch within the job market – and one that is growing more urgent as the adoption of automation technologies accelerates”. The McKinsey article highlighted the need to move “away from the old paradigm of four-year degrees and shift towards skills-based recruiting and more modular and targeted training and educational programs”.

By embedding global best practice certifications in higher education curricula – running parallel to core undergraduate and postgraduate studies – students, when starting employment, have already developed an understanding of certain professional capabilities currently in demand, such as project management, risk management and process improvement.

As a result, from the start of their employment, they’re speaking the professional “language” their organization needs.

And the importance of language skills extends to proving competence in English, especially for non-native speakers pursuing higher education in English-speaking countries or seeking jobs in multinational companies. International students with the right level of English skills can benefit from the large, skilled migration programs run in some countries.

This blend of best practice qualifications and English certification alongside students’ first degree and postgraduate studies increases their future employability and their ability to find relevant internships and part-time employment in their chosen fields.

Embedding professional certifications in practice

Beyond the theory of combining academic studies with professional training in the same higher education setting, this is a reality currently happening in practice in higher educational institutions across the US and in South America.

Texan universities – Texas A&M and the University of Texas at Dallas – have both embedded ITIL 4, an international IT service management framework and set of certifications – in their curricula.

As Dr Dave Sweeney, Director for Information Technology at Texas A&M, said: “Before we incorporated ITIL 4 into our Technology Management Program, our graduates would be technically competent but then they’d need to get additional training later. So, having it as part of the curriculum is now an advantage for them in the job market. Recognizing the value of ITIL certification at undergraduate level is not about becoming a trade school but preparing students for their future jobs.”

Sweeney, whose students have been studying ITIL 4 Foundation, points to the value of developing both technical skills and the ability from additional, professional training to know how to “talk to customers, sponsors and how to frame strategy and manage vendors”.

ITIL Foundation training for students at The University of Texas at Dallas (UTD) has been in play for more than two years. When the idea was suggested to the Dean of the School of Management, he responded: “Why are we not doing this already?”

Making students career ready

Gaurav Shekhar, Program Director – MS Business Analytics at UTD, was instrumental in introducing the certification after training in ITIL himself: “ITIL is one of the most-needed skills and certifications according to the World Skills report and, with a professional certification, it’s easier for them to relate to what employers are looking for and to ask for top dollar pay,” he said.

“Every higher education institution offers courses and people get degrees, but we are making students career ready. We’re creating an environment which mimics how industry operates with companies bringing their challenges into our classrooms. This helps us evolve our curriculum and bring in certifications to improve students’ work readiness.”

And this is working across the spectrum of US higher institutions and student demographics: for example, St Xavier University in Chicago – ranked among the top 10 most diverse student populations in the Midwest, with students from mostly ethnic minority and white, blue-collar backgrounds – has adopted ITIL and PRINCE2 in its school of management.

“We are trying to make our students more marketable against the competition when students from the Ivy League or top tier have the advantage of going to prestigious schools and access to alumni in the business world,” Paul Bujak, Adjunct Professor and project manager in supply chain IT, said.

St Xavier has integrated ITIL into its technology course while PRINCE2 – a best practice project management method used worldwide – is increasing students’ knowledge about managing projects.

Bujak added: “The combination of a business degree and professional certification makes them extremely marketable – a student well educated with degrees and certifications is not only ready for the future of work but can demonstrate fluidity in learning.”

Away from IT and project management, Ohio-based Kettering College – specializing in health science education – has recently introduced the process improvement course and certification, Lean Six Sigma, for staff and students. The aim is to ensure process excellence is part of everything they do.

And further afield, the Colombian School of Engineering Julio Garavito, has decided to embed ITIL 4, PRINCE2 and the Agile product delivery method, Scrum – again, to equip students with the skills to gain employment and plug skills gaps in industry and commerce.

Incorporating professional certifications – the PeopleCert solution

If universities want to emulate the experience already set by the range of US and other higher education institutions already outlined, PeopleCert can help them do this.

Including best practice methods and certifications alongside core curricula – covering management capabilities such as project, programme, risk, IT services and English language testing also – means that universities are giving students the skills they need to both obtain employment and add significant value once they’re there.

Developing professional competencies and expertise alongside the academic rigour of degree courses is, arguably, a key role for universities today; not least as industry’s skills and knowledge demands change with such pace and regularity.

Therefore, PeopleCert’s Education Partner programme enables higher education institutions to deliver a range of valuable industry credentials and language testing. The process includes a simple accreditation which gives access to certifications such as ITIL, PRINCE2, Scrum and Lean Six Sigma. And PeopleCert’s sister company, LanguageCert, provides testing and certification where it’s necessary for an individual to demonstrate their language proficiency.

In addition to course materials and learning resources, training is available live, virtual, hybrid or self-paced – with special pricing and student discounts.

Educational institutions now recognise the need for graduates to be career-ready when moving into their first post-study roles. Students who train in a professional, work-based best practice get an extra boost to their employability when combined with degree studies.

And this also allows the education providers to enhance their offer, in the context of students paying significant education fees and justifying their investment by achieving meaningful and well-remunerated employment following their studies.

PeopleCert’s range of certifications is uniquely placed to help students gain better employment, upskill people who have either lost jobs or are changing careers and helping existing professionals improve their promotion prospects.

For more information about becoming a PeopleCert Education Partner please email: ed.partners@peoplecert.org

Where the US Leads (and Trails) the Competition for International Students

Experts understandably feared that COVID-19 could cast a long shadow over international education, given its reliance on international travel. Those fears proved unfounded, as record numbers of students across the globe looked to study internationally in 2021 and early 2022.

This enthusiasm has extended across destination markets and led to an influx of international student applications worldwide. This means that the US is arguably facing more competition in attracting international students than ever before. Understanding its competitive advantages and disadvantages compared to other anglophone destination markets will be a key component of the ongoing recovery of the US’s international education sector.

Strong International Education Rebound in 2021–2022

The United States remains one of the most popular destination markets for international students, but its application growth did not share the same explosive momentum in 2021 as its competitors. The US government processed just under 450,000 student visa applications for its 2021 fiscal year,[1] below the nearly 490,000 processed in fiscal year 2019.

For comparison, the Canadian government processed more than 550,000 new student visa[2] applications in 2021, easily surpassing the record 425,000 processed in 2019.[3] And the United Kingdom saw a similar boom. Nearly 450,000 students applied for a sponsored study visa in 2021, up from 290,000 in 2019.

This means that the US was the only major anglophone destination market to see an application decline in 2021 (ignoring Australia, since its borders remained closed to international travel until mid-December 2021). But 2022 may be more promising. On the ApplyBoard Platform, which empowers students around the world to access the best education by simplifying the institutional search, US applications spiked by 200% from January to September 2022 compared to the same period last year.

Processing Delays Leave Students in Limbo

The influx of students vying to study internationally has put strain on the international education ecosystem. Governments have struggled to manage the stream of student visa applications, leading to processing delays that have kept students in limbo for months and, in some cases, forced them to defer their studies.

In the US, estimated wait times for a student visa interview appointment climbed steadily over the course of the year before falling sharply in September. But significant outliers remain. Remarkably, wait times of over a year remained for select Indian cities in October. The US government authorized consular officers to waive the in-person requirement for category F visa applicants through the end of 2022, but applicants must meet specific criteria to qualify for a waiver.[4]

But the US was not alone. Canada’s total visa backlog reached 2.1 million in June, due in part to the Canadian government’s efforts to relocate refugees from the Ukrainian crisis.[5] Amid this backlog, average student visa processing times hovered between 11 and 13 weeks throughout 2022 after falling as low as seven weeks in 2021.[6] And like the US, certain countries experienced higher processing times. For example, processing times for Sri Lankan students reached 26 weeks in September.

Australia faced backlogs of five to nine months while its borders were closed.[7] However, the Australian government has made significant investments to expedite visa processing, adding 140 new staff in May.[8] Currently, the government advises students to lodge their applications at least six to eight weeks before course commencement. 

Facing its own visa processing delays, the UK government pointed to its own efforts to support Ukrainian refugees as contributing to the backlog.[9] Following a string of concerted efforts to reduce processing times, by October the average processing time for UK study visas sat at three weeks—significantly less than those for the other major English-language markets.

While the post-COVID boom will not last indefinitely, the ability to deliver shorter visa processing times—as we’re currently seeing from the UK—is likely to be a key point of competitive differentiation across markets moving forward. International students are eager to begin their education abroad as soon as possible, particularly those who put their plans on hold during the pandemic. As such, continuing to reduce wait times, particularly in outlier regions, could be a key component to the US’s ongoing recovery of its international education sector.

Student Visa Approval Rates a Key Differentiator

For some international applicants, the long wait for visa processing ends in disappointment. This is less of a concern in the UK and Australia, where candidates less likely to secure a visa are typically triaged out at the institution stage, and government approval rates are upwards of 90%.

For Canada and the US, however, significant numbers of students are refused a student visa. From 2016 to 2018, approval rates for Canadian and US students visas were roughly on par, hovering in the mid to high 60s. But since 2019, US approval rates have been consistently higher than Canadian rates. In 2021, the US F-1 student visa approval rate hit 80%, its highest since 2013. Canadian students, meanwhile, had just a 60% approval rate in 2021, and that rate fell to 57% over the first six months of 2022.

Students have taken notice of these challenges. In the October edition of ApplyBoard’s Pulse Survey, 66% of recruitment professionals surveyed said that visa processing times and approval rates were a top concern for their students. US institutions would be well served to highlight this advantage over their counterparts in Canada as they continue to rebuild their international enrollment post-pandemic. 

Why Securing a Competitive Advantage Matters

In this era of increasing student choice in international education, one thing is absolutely certain: With unemployment rates reaching historic lows and job vacancy rates reaching historic highs in 2022—but with a recession looming over 2023—success in attracting the best and brightest international students means more success in the larger global competitive sphere. International graduates are productive and entrepreneurial drivers of economic success, meaning they’ll continue to be critical to the ongoing development and recovery of the economy.

More than anything else, the countries and institutions that succeed in bringing in top talent will be those that prioritize student success. Now is a good time for institutions to invest in strengthening ties to industry, expanding flexible learning models, and more. With the high cost of living dominating news cycles in 2022 and a global recession looming for 2023, affordability has become a top concern for international students. Institutions that are best able to support students inside and outside of the classroom will set themselves apart from their competition.

To learn more about how the US compares to other competitive destination markets, read ApplyBoard’s annual Trends Report.

ABOUT APPLYBOARD

ApplyBoard empowers students around the world to access the best education by simplifying the institutional search, application, and acceptance process. By connecting international students, academic institutions, and recruitment partners on a single online platform, ApplyBoard drives qualified student applicants and diversity to more than 1,600 campuses across Canada, Australia, the United States, the United Kingdom, and Ireland. ApplyBoard has helped more than 400,000 students along their educational journeys.

To learn more about ApplyBoard, please visit applyboard.com.

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[1] All US student visa data used in this article is sourced from the US Department of State. US government fiscal years run from October of the previous year to September of the given year.

[2] The terms student visa and study permit are generally used interchangeably for Canadian international students. Rather than student visas, Canada provides accepted international students with study permits, which allow those students to enroll in classes at Canadian institutions. When a student is approved for a study permit, they are also usually provided with a visitor visa, which allows that student to enter Canada for their studies.

[3] All Canadian study permit data used in this article is provided courtesy of Immigration, Refugees and Citizenship Canada (IRCC). Data includes new study permits only.

[4] US Department of State, “Important Announcement on Waivers of the Interview Requirement for Certain Nonimmigrant Visas.” December 23, 2021.

[5] Abigail Lindblade, “Students missing out as delays hit Canada visa applicants.” The PIE News, June 24, 2022.

[6] Immigration, Citizenship and Refugees Canada, “Check processing times.” September 29, 2022.

[7] Australian Department of Home Affairs, “Visa processing times.” August 30, 2022.

[8] The Hon Andrew Giles MP, “Government taking action to process more visas faster.” July 25, 2022.

[9] Kim Martin, “Extend Covid-19 concessions, say UK universities.” The PIE News, June 22, 2022.

Authentic Documents vs. Verified Documents. Is there a difference?

Zachary Holochwost, ECE® Aid and Market Research Manager, Credential Evaluator

As credential evaluators, we are regularly asked about academic document authenticity, fake or altered documents, and verification methods. Questions arise such as: Are the documents authentic? Are they fabrications or fake? Have they been altered in any way? Do we need to verify the documents with the appropriate authorities?

The terms authentic and verified are sometimes used interchangeably. But in the world of credential evaluation, these two words can have very different meanings. Let’s dig into the distinctions between the two and what they mean to credential evaluators.

Authentic Documents

What does authenticity of an academic document really mean? Essentially, it means not false. Evaluators look at numerous transcripts, diplomas, syllabi, attestations, statements of marks, and so on every day. But how can we tell if a document is authentic, or not false?

There are countless variables to take into consideration, and it’s crucial to compare documents with past cases to match identifying safety features. Safety features on diplomas and transcripts can include:

·       Microtext / Microfibers

·       Watermarks

·       Security threads

·       Various types of reactive inks                              

·       Foil print

·       Guilloché

·       Holograms

Security features make it more difficult to fabricate a document. Likewise, there are seals, stamps, signatures, and a host of other features on documents to investigate and compare.

It is essential to archive all academic documents that enter your office. By examining documents in an archive, the highly trained evaluator can determine if what was received is truly authentic and not a fabrication. However, this isn’t the end of the line for an evaluator.

After the evaluator is confident the documents are authentic, the next step is to determine if the documents have been altered. In some cases, personal information, grades, or other sensitive program information might have been changed to benefit the student. Again, keeping an archive with which to compare can be helpful in looking at components such as which fonts were used, handwriting styles, and what certain documents may have looked like for a given time period.

Verified Documents

This brings us to the verification of documents and what it means when something is truly verified. As previously mentioned, an authentic document and a verified document are two separate things. Whereas an authentic document is an original, non-fabricated document, a verified document is any document – original, photocopy, scan – that goes through a verification process with the appropriate authority to determine if the information is correct and true.

Again, fraud can occur on authentic documents through alterations, so it may be necessary to send those documents for verification. In other cases, verifying academic documents may be necessary if a student is only able to submit a photocopy or a scan of their original documents. Even if a photocopy or scan compares well with an original document, it may be more difficult to spot alterations or certain safety features. Therefore, it would be wise to verify directly with the issuing institution or other educational authority in the country of study to ensure the authenticity of the documents and the information presented.

We do acknowledge that verification can slow down the evaluation process. Thankfully, more and more online and electronic verification tools have popped up over the years. Try looking for online databases of graduates, professional license registries, third-party verification organizations, or other direct sources from universities or other authorities. If it exists, is trustworthy, and can speed up the verification process, use it!

The verification process will depend on the country, the institution, and maybe even the program itself. Check with the educational authorities, like a ministry of education, or with the school itself to see if they’ve implemented online verification tools. Each student’s situation, and oftentimes the verification process itself, will be unique.  

If all else fails, send a copy of the document with a nice letter or email asking for the institution to verify the documents in question. Whether the verification comes back as a thumbs up or thumbs down on the documents, save it for future reference. Even fabricated or altered documents can assist you in your verification process.

Now you know that authentic academic documents may or may not be false and that, in some cases, verifying the documents is necessary. To summarize the differences between the two:

·       Authentic means the documents are original and are not fabricated/fake

·       Verified means the documents – regardless of format (original, photocopied, scanned) – have been confirmed by the appropriate authority to be true and unaltered

Should you send all documents away for verification? In a perfect world, the answer is yes. But in reality, there simply isn’t enough time to verify every document that comes into your office.

However, with a little investigative knowledge, a robust archive, helpful colleagues, and some common sense, credential evaluators can feel confident in their judgment of what constitutes an authentic academic document and if it should go through the verification process.

Ultimately, the goal is to keep the playing field fair and accurate for all stakeholders involved, especially the students who have worked so diligently in their studies.

ECE® Aid is a charitable initiative developed to provide free evaluation reports for vulnerable and displaced populations. We are committed to assisting as many people as we can through this philanthropic program. If you are interested in becoming a participant or supporter, please contact Zachary at zholochwost@ece.org.

Building trust in new markets

International student recruitment partnerships operate principally on a currency of trust. Students trust us to provide unbiased, friendly and quality advice, while partner institutions trust us to support their enrollment diversification goals. When entering new or unfamiliar recruitment markets, institutions need trusted partners more than ever.

We believe in the power of a few simple mechanisms that can help build bonds and garner confidence, and align with that essential combination of ‘trust, but verify’.

1.   Data

It's the educators’ turn to do the homework.

Good data - whether public or proprietary - should be the first port of call for institutions and recruitment partners when entering or growing into new student markets.

Whether it's American universities wanting to break into the promising Nigerian market, or Filipino students wanting to pursue nursing degrees in the UK, a data-driven understanding of real world demands and constraints is not just a nice-to-have for recruitment partners. It's a non-negotiable.

Using the latter example, the high interest in nursing careers originating in the Philippines is an exciting opportunity for students and recruiters alike. But the chances of successful student enrolment are less than a non-experienced recruiter might realise. There are many factors like capacity constraints, entrance exams, and financing problems at play. A failure to understand these critical points can lead to poor student experiences and enrolment outcomes for education institutions.

The top-level search activity you might see in a big data set is interesting and of some use, but it doesn’t give the full story. It must be balanced out with local insight from people in the know and on the ground.

2.   People

This on-the-ground insight (or “small” data) is cultivated through conversation.

Every student comes armed with preconceived notions: about courses, institutions, student culture, or the region they are considering studies.

Recruitment partners on the ground who understand the landscape of your institution are well positioned to guide students with confidence and authority. They can correct falsehoods, elevate positive stories and enhance students’ understanding of their options.

They also balance out big data sets with personal insight for partner institutions.. What do real students coming through the door have to say for themselves in terms of academic interest, capacity to pay, reaction to your brand, and so on? Trusted partners can, and should, tell you.

3.   Events

The best marketing is always experiential.

A student's decision to study abroad takes into account so much more than the courses you offer. They want to witness and engage holistically with the opportunities ahead of them  before they commit to the move.

This is why it’s essential to work with a recruiter capable of organising attractive, centralised events where students can find the information they need while meeting faculty members and other fellow students face to face.

Look for a partner who will put together a fair, open day, or at least a quorum of universities that represents your state or country. This way, you’re marketing yourself as a destination as well as an individual institution.

4.   Quality assurance

As with all academic application processes, especially those involving the crossing of borders, there’s a lot of form filling and document collection required.

Falsifying of legal documents isn’t an everyday occurrence, but even rare instances of fraud are a risk to be mitigated thoughtfully and proactively.

The new, AI-based document verification technology ‘QikVerify’ we’ve adopted at AECC identifies pixel manipulation and any tampering with metadata in the document verification process. The process is long enough without all the delays and ultimate disappointments forgery causes. It’s amazing how a tech-driven approach can all but eradicate these issues, expedite the process, and avoid a whole lot of wasted time and resources for universities without trying to “innovate away” the human touch for students.

5.   A student success story

Never underestimate the power of positive student voices.

However sophisticated marketing methods have become, there will never be a more effective and trust-building strategy than word-of-mouth testimony from those sharing real experiences.

What we do is so much more than getting eyeballs on prospectuses or bums on lecture hall seats.

It's about answering and catering to the “background” work: harvesting and analysing data, making real connections, leveraging technology to enhance our services, and combining all of it to help institutions engage successfully in promising and emerging markets.

An ideal recruitment partner will run all of this in the background, serving as a force multiplier of the institutions’ own talent and efforts while underpinning market entry success with integrity, expertise and trust.

Author: AECC

AIRC Issues International Enrollment Management Standards for Higher Education Institutions

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Contact: Brian Whalen
Executive Director

Falls Church, VA, (November 9, 2022)—The American International Recruitment Council (AIRC) Board of Directors has unanimously voted to issue a set of International Enrollment Management (IEM) Standards for Higher Education Institutions. Developed over the past year by a Working Group composed of AIRC members and staff, the new IEM Standards are intended to provide an authoritative resource to guide higher education institutions in developing and managing all aspects of international student enrollment.

Addressing the importance of the Standards, Chair of the Working Group Jeet Joshee, Associate Vice President and Senior International Officer at California State University Long Beach, stated, “These IEM Standards should be an integral part of all institutions of higher education’s comprehensive campus internationalization efforts. The Standards not only focus on student recruitment strategies, but also address the broad issues of global diversity and inclusion.”

AIRC is presenting the IEM Standards at a variety of professional meetings and conferences and is offering workshops that focus on case studies in how institutions are meeting the Standards. The first of these workshops will be offered at AIRC’s 14th Annual Conference in Los Angeles, December 7 – 10, 2022. In addition, AIRC is developing a toolbox of best practices in how to meet the Standards that will be available online for all AIRC members.

AIRC President Sophia Iliakis-Doherty commented, “As a Standards Development Organization (SDO), AIRC issues these standards to help guide quality international enrollment management at all types of higher education institutions. These Standards are a culmination of years of knowledge and experience from seasoned international education professionals. We believe they will further identify AIRC as a leader in international student recruitment and hopefully steer more agencies and institutions in our direction.”

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About the American International Recruitment Council (AIRC)

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

AIRC International Enrollment Management (IEM) Standards for U.S. Institutions

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Endorsed on October 31, 2022.

Intended for U.S. post-secondary institutions, these Standards provide guidance to institutions in serving the best interests of international students, the institution, and its recruitment partners.  An institution’s voluntary adherence to AIRC’s Institutional Enrollment Management Standards signifies its commitment to ethical and transparent international enrollment management (IEM) policies and practices at the highest levels of professionalism. These Standards complement and are consistent with AIRC’s Educational Agency Standards. Together, AIRC’s standards for institutions and agencies provide quality assurance for the field of international student enrollment and are a primary way that AIRC fulfills its responsibility as the Standards Development Organization for the field.
 

How to Use these Standards

Institutions are encouraged to use these Standards to assess their international enrollment management operations. The Standards can be used as part of a formal review process such as an external or reaccreditation review. They may also be used internally for staff training, professional development and continuous improvement of international enrollment management.

There are five Standards, and each is divided into three parts: 

1) The Standard’s name and its description. These Standards comprise five major areas of international enrollment management.

2)  Each of the five Standards is subdivided by topics specific to the Standard. Each topic is followed by questions designed to stimulate broad and critical thinking about the topic and the Standard. Users of this document are encouraged to approach these questions as a way to assess IEM at their institution. The questions are designed to elicit robust responses rather than a simple “yes” or “no” answer.

3) Forthcoming: A toolbox of best practice resources related to each question. These will be examples of institutional practices and programs that address the question topics. This part of the Standards will be populated on an ongoing basis as AIRC identifies and seeks permission to include best practice examples in IEM implementation.

1. Mission and Goals
International Enrollment Management (IEM) is an integral part of overall institutional enrollment goals. It should align with the university's mission and international student enrollment targets and comprehensive internationalization, and DEI and environmental sustainability strategies.

1.1 Purpose
1.1.1 How does the institution describe in a clear and detailed manner its mission for and commitment to diverse and equitable international enrollment management?

1.1.2 How does the institution define an international student? How is this definition communicated and understood across the institution?

1.1.3 How does the institution’s international enrollment management plan align with comprehensive internationalization at the institution?

1.2 Goals

1.2.1 What are the institution’s clearly stated goals for IEM, and what are its processes for developing, implementing, evaluating and revising these goals?

1.2.2 What is the institution’s capacity to serve the international students it admits, enrolls, and graduates?

1.2.3 How does the institution recognize the value and importance of international students on campus beyond the financial impacts?

1.2.4 How does the institution enhance diversity, equity and inclusion in its student population through international admissions?

1.2.5 What other institutional missions and goals, such as environmental sustainability, have been considered in developing the institution's IEM plan?

1.3 Leadership

1.3.1 How does the institutional leadership articulate its commitment to and investment in international student enrollment priorities?

1.3.2 How does the institutional leadership articulate its commitment to DEI in relation to international student enrollment? 

1.3.3 How is the leadership for IEM structured and supported?     

1.3.4 What is the institution’s international enrollment strategic plan and how does it align with the institution’s strategic plan and priorities?

1.4 Collaboration

1.4.1 How does the institution facilitate awareness among and increase engagement with campus partners and other students to support and collaborate on international enrollment management?

1.4.2 How is IEM brought into existing DEI structures, plans and initiatives at the institution? How does IEM meet the DEI goals of the institution? 

1.4.3 How does DEI support the IEM mission, structures, plans and initiatives at the institution?
 

2. Institutional Effectiveness for International Enrollment Management
Institutions should ensure that they have effective planning and management to deliver the scope of their international enrollment management plans to meet their goals.

2.1 Planning

2.1.1 What are the institution’s short- and long-term plans for international student enrollment?

2.1.2 How does the institution sustain an effective planning process for diverse, equitable, and inclusive international enrollment management?

2.1.3 What is the institution’s action plan for effectively supporting and collaborating with international stakeholders/constituencies, including its educational agency, EducationUSA, and institutional partner networks.

2.2 Data

2.2.1 How does the institution fairly, equitably, and inclusively collect and analyze data to assist in international enrollment management success?

2.2.2 What type of international enrollment data should be collected and analyzed to ensure an equitable process? (or, result?)

2.2.3 How does the data reflect the diversity of experiences and identities of international students?

2.2.4 How does the institution measure IEM impacts and outcomes, disseminate data and reports, and communicate with students and other stakeholders? 

2.2.5 How does the institution protect and maintain the confidentiality of student data?

2.3 Effective Management
2.3.1 How is the institution sufficiently organized to accomplish its IEM purpose through organizational structure, policies, procedures, and budget?
2.3.2 How is the institution sufficiently organized to accomplish its IEM purpose to serve the best needs and interests of international students?

2.4 Effective Decision Making  

2.4.1 How does the institution’s decision-making process ensure that equitable and effective decisions are made regarding international student satisfaction and success, recruitment and enrollment, student services and programs?

2.5 Change Management

2.5.1 How does the institution act on its decisions and data to manage change while continuing to serve and value the diverse and unique interests of international students?

2.5.2 How does the institution use data to improve its international student enrollment activities and operations?

2.6 Human Resources

2.6.1 How does the institution ensure that employees or other people working for or on behalf of the institution are competent, well informed, value diversity, and act at all times in the best interest of international applicants and enrolled students?

2.6.2 What measures are in place to reduce discriminatory barriers to employment? 

2.6.3 How does the institution train its staff to be up-to-date and knowledgeable about relevant U.S. laws and federal regulations and good practices?  

2.6.4 How does the institution ensure that recruiting, admissions, and other relevant staff adhere to all U.S. laws and federal regulations related to international admissions and recruiting practices? 

2.6.5 How does the institution ensure ongoing investment in necessary resources and tools to keep international staff and team members current on international trends/policies to effectively serve and contribute to international student success?  

2.7 Conflicts of Interest

2.7.1 How does the institution manage its relationships with agencies, organizations and students to ensure equity, impartiality and transparency?
 

3. Marketing and Recruitment
Marketing and promotional activities are essential aspects of international enrollment. They are the main channels for achieving enrollment growth and should correspond to a strong and effective marketing strategy. Promotional activities must adhere to compliance requirements including honesty and transparency, diversity, equity, and inclusion, accountability for third-party relationships and appropriate consent for use of images.

3.1 Accuracy in Marketing Information

3.1.1 How does the institution market its educational and institutional services professionally and accurately, and maintain the integrity and reputation of its particular academic programs as well as of the U.S. education sector?

3.2 Honesty 

3.2.1 How does the institution represent itself honestly, claim competency when demonstrable, and avoid misrepresentation?

3.3 Transparency and Accessibility

3.3.1 How does the institution conduct itself in a transparent manner in which only truthful claims are made, and in which students are equally valued and served in an unbiased manner?

3.3.2 How does the institution transparently present the costs of attendance for international students?

3.3.3 How does the institution make information about its international admissions office, policies, and procedures accessible to students with different cultural backgrounds, native languages, English language competencies, and physical abilities?

3.4 Relationships with Third Parties, including Educational Agencies and Service Providers

3.4.1 How does the institution provide pertinent information and training on marketing and recruitment efforts to its educational agency partners and other third parties so that prospective students may make informed decisions about institutional choice, thereby ensuring better alignment between students’ expectations and their actual experiences?

3.4.2 How does the institution make certain that its legal relationships are reflected in written contracts or agreements with readily understood and up-front disclosure of services and related fees?

3.4.3 How does the institution help to determine that educational agencies, service providers and other third parties comply with their local and U.S. laws and federal regulations?

3.4.4 How does the institution ensure that information provided to prospective students via third parties is current and accurate at all times and throughout each stage of the recruitment process? 

3.4.5 How does the institution ensure that educational agencies, service providers and other third parties are duly trained by, and remain current on, the institution they represent, including topics such as admission and scholarship requirements, academic programs, international student support services, diversity, equity and inclusion policies, and policies relevant to an international student’s institutional choice? How does the institution ensure information is clearly articulated regarding available marketing fees, commissions and other methods of compensation, dates and process for invoicing and payment. How does the institution address conflicting data on student enrollment and attribution, financial concerns and partnership disagreement? 

3.4.6 How does the institution collaborate closely with its educational agencies, service providers and other third parties, and establish clear procedures for sustainable relationships, including mechanisms for compliance with AIRC guidelines?

3.5 Confidentiality of Records

3.5.1 How does the institution maintain the confidentiality and security of records, notes, and student information?

4. Admissions and Enrollment
Institutions should ensure that the admissions process for international students is equitable to the admissions process for domestic students.  Understanding that each institution has different requirements for admission, it is critically important that admissions requirements focus on student success by ensuring that admission is based on academic performance and English proficiency.  Institutions should understand the varied educational systems around the world that could impact admissions decisions. Institutions need to explain to students how admissions decisions are made, including, but not limited to, document translation and credit evaluation processes. 

4.1 Admissions Standards

4.1.1 What are the standards for admission for international students, including English language proficiency requirements? How are these communicated in clear, consistent, transparent ways to students, families, agencies, and internally across the institution? How does the institution ensure equity in its international admission requirements?

4.2 Credential Evaluation

4.2.1 How does the institution ensure fairness, consistency, and accuracy in its international credential evaluation processes?

4.2.2 How does the institution engage faculty in the process of evaluating credits through campus units such as curriculum committees, academic centers, and academic advisors in related disciplines?

4.3 Admissions Decisions

4.3.1 How does the institution balance its established international admission standards with its enrollment and DEI goals? 

4.3.2 How does the institution ensure consistency, accuracy, and fairness in admissions decisions?

4.3.3 If applicable, how does the institution provide access to admissions tests options and scores? How does the institution address situations in which students are unable to access tests?

4.3.4 How does the institution assess the tests it uses and accepts to determine that they are accurate, secure and fair?

4.3.5 How does the institution communicate clear standards for its English language proficiency requirements?

4.3.6 What admissions policies, practices and/or resources does the institution have in place to provide academically qualified students equitable educational opportunities?

4.3.7 How are applicant communications handled effectively? How are queries responded to in an accurate and timely manner? How is the management of applicant interactions supported by effective communication flows and CRM systems? 

4.3.8 How is applicant feedback and satisfaction tracked?

4.3.9 How are students who do not meet admission standards provided guidance?

4.4 Staffing

4.4.1 How is staffing commensurate with the institution’s international student enrollment and DEI goals? How are the staff roles, responsibilities and reporting structures clearly defined?

4.4.2 What are the unit’s explicit performance metrics? How does the unit track and share key performance data regarding processing volumes, processing times, responsiveness, and yield rates? How is the unit held accountable?

4.4.3 How is the culture of the unit aligned with a high customer service function? What effective processes, systems and software are in place to help the unit to succeed? How does the unit keep up with innovation? How does the unit share knowledge? 

4.4.4 What is the employment turn-over rate of processing staff and admissions advisors? How does the unit strive for a healthy percentage of diverse internal processing staff versus relying heavily on part-time staff and/or contractors?

4.5 Staff Knowledge and Training

4.5.1 How does the staff develop sufficient knowledge of and receive regular training regarding international education systems, foreign accreditation bodies and degree equivalence, credential evaluation and foreign grading scales, DEI training as it pertains to international students, etc.? 

4.5.2 How does the institution support staff to attend and participate in updates/training sessions for credit evaluation at regional and/or national conferences?

4.5.3 How does the international admissions staff stay updated with the constantly evolving academic programs, e.g., additions or deletions of programs so that students’ intended interest in academic disciplines is properly matched? 

4.5.4 How does the staff develop competencies on intercultural and inclusive advising and support practices?

5. Student Wellbeing and Services
The institution provides a sustained and comprehensive support system for students’ wellbeing. Through a wide range of programming and services, the institution facilitates students’ physical and mental wellbeing. These programs and services focus on efforts to assist students in acculturation, cultural assimilation, cultural adjustment, equitable student services, cultural exchange, integration into the community, and global competency. Additionally, programming and services related to academic success, retention, and graduation are robust and adequately staffed with qualified personnel.

5.1 Commitment, Understanding and Capacity

5.1.1 How is the institution committed to supporting and facilitating international student wellbeing (e.g., mental health, advising, emergency financial support)?

5.1.2 How does the institution demonstrate an understanding of the international student experience, recognize the importance of respecting the needs of international students, value the diversity international students bring to campus, and commit to the provision of supporting programs and services conducive to the enrollment, persistence, welfare and success of international students on their campuses?

5.1.3 How does the institution assess and improve its capacity to support all international students, particularly in the areas of housing, food insecurity, medical and mental health services, and insurance?

5.2 Effective International Student Support and Integration

5.2.1 How are students informed of the services made available to them?  How are students actively encouraged to use such services?

5.2.2 How does the institution provide suitable support for international students throughout the application process, once students are on campus, during their entire academic career, and as alumni?

5.2.3 How does the institution facilitate the integration of international students with U.S. students and assist them to become valued members of the institutional community?

5.2.4 How does the institution facilitate deliberate and proactive engagement with international students about race, gender, sexuality and other social identities in relation to local and national historical contexts? 

5.2.5 How does the institution facilitate cross-divisional and interdepartmental teamwork to flag early signs of concerns and intervene to ensure that international student issues are addressed in a timely manner?

5.2.6 How does the institution ensure proper staffing, training, facilities, opportunities and support systems designed to meet the specific needs and requirements of international students so they may be successful as students in the U.S.?

5.2.7 How does the institution provide support for visa and immigration regulations?

5.2.8 How does the institution retain international students and facilitate their success?

5.2.9 How does the institution provide effective international student academic advising, including career advising?

5.2.10 What appropriate institutional and program-specific accreditations does the institution hold for its curricular and co-curricular programs that serve international students.        

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The AIRC IEM Standards Working Group

Jeet Joshee, Chair, California State University Long Beach
Derrick Alex, University of Houston
Yao Andrew, Marquette University
George Burke, University at Albany
Christian DiGregorio, York College of Pennsylvania
Joe Giacalone, Marist College
Luchen Li, Goucher College
Jerry Martin, Miami University Regionals
James Miller, Seattle University
Robert Oliva, Saint Francis College
Valerie Reed, Kent State University
Michael Shaver, The Association of Boarding Schools
Peter Vermeulen, University of North Texas
Marie Whalen, Whitworth University
Teresa Wise, University of Alabama
Brian Whalen, AIRC
Jennifer Wright, AIRC

DEI Working Group
Sophia Iliakis-Doherty, Peninsula College
Clay Harmon, University of Colorado Denver
Cat Marte, AIRC
Yamukumba Mbayo, Bluegrass Community and Technical College
Lily Lopez-Mcgee, Diversity Abroad
Dane Rowley, California Lutheran University

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IEM Standards Working Group Timeline

September, 2021 Working Group convenes first meeting

December, 2021 Early Draft of Standards presented and discussed at an open session at the AIRC Annual Conference in Miami

January, 2022 Feedback incorporated to produce updated draft

February - March , 2022 AIRC’s Diversity, Equity, and Inclusion Working Group, in collaboration with Diversity Abroad, reviews the draft and makes recommendations on incorporating DEI principles into the Standards

April, 2022 Recommendations incorporated, and a new draft produced Draft Standards available in member area of AIRC website for members to review and comment

May, 2022 AIRC Webinar to present and discuss updated draft of Standards

June – September, 2022 Standards available for public review and comment and shared with key stakeholders. Presented at the EducationUSA Forum in Washington, D.C. and the Annual Meeting of the National Association for College Admission Counseling in Houston, Texas

October, 2022 Final review and revisions by Working Group

November, 2022 AIRC Board of Directors votes to adopt and issue IEM Standards for Higher Education Institutions

F-1 Student Visas Issued Return to Pre-Pandemic Numbers

Back in July, the Department of State issued its annual report on Nonimmigrant Visa Issuances by Visa Class and Nationality, and the F-1 student visa data was overwhelmingly positive. Visa issued numbers are largely back to the pre-pandemic normal, helped by record-high approval rates.

F-1 Student Visas Issued Return to 2019 Levels

According to the new data, the US Department of State issued nearly 358,000 F-1 student visas in the 2021 fiscal year, which ran from October 2020 to September 2021. This was largely in line with totals from FY2018 and 2019, and represented a huge bounce back from 2020, when embassy closures, border restrictions, and pandemic uncertainty led to just over 111,000 visas issued.

The chart below shows the trend since FY2016:

While the US remains well off its high water mark of over 644,000 F-1 student visas issued in FY2015, these numbers should dispel any lingering fears that the US was in for a multi-year slump.

It’s worth noting, however, that competing destination markets have also bounced back considerably. The Canadian government issued more than 336,000 study permits itself in 2021, a 34% improvement over 2019.[1] And the UK not only experienced no international enrollment downturn during the pandemic, but also hit its 2030 international student population target nine years early.[2]

F-1 Student Visa Approval Rates Hit Nine-Year High

The recovery of the US F-1 student visa numbers has been helped by a notable rise in approval rates. After falling below 70% in FY2020, the F-1 student visa approval rate hit 80.2% in FY2021.

The chart below shows the change over the last nine years:

The rise in approval rate may reflect a concerted effort by the US government to bring students back to the US after competing destination markets have grown in recent years. Of particular note, this is well above Canada’s rate of 60% in 2021. Institutions should consider highlighting to prospective students their significantly higher chances of getting approved to study in the US than its neighbour to the north.

It’s worth noting that despite these numbers, agent perceptions of approval rates in the US remain poor, perhaps because agents are conflating approval rates with limited visa appointment availability and long wait times.

South Asian Markets Drive F-1 Student Visa Surge

South Asian markets were key drivers of the F-1 student visa surge. In fact, the four countries that saw the largest increase in F-1 student visas issued from FY2019 to 2021[3] were all South Asian.

The table below shows the top 10:

Bangladesh and Pakistan were markets that declined minimally during COVID, setting them up as prime candidates to grow post-pandemic. Both countries hit 20-year highs in F-1 student visas issued.

Nepal is a top-three source market for Australian institutions, and the US likely benefited from the extended border closures Down Under pushing students to explore other destinations. There’s some evidence that the US could retain its Nepali gains, however. As recently as 2016, the Department of State issued nearly 6,000 F-1 student visas to Nepalis.

India’s growth leaves it well positioned to surpass China as the top source country for US institutions. The chart below shows the trajectories of India and China:

The Department of State actually issued more F-1 student visas to Indian students than Chinese students in 2020, and while China surpassed India again in 2021, the margin was less than 10,000 students—a far cry from the 60,000-plus differential in 2019. With India primed to surpass China in population within the next year, it’s a trend that could accelerate.

East Asian Markets Lag in F-1 Student Visas Issued

China is not the only East Asian market to lag behind its 2019 total for F-1 student visas issued. Japan, South Korea, Hong Kong, and Taiwan all posted below-average numbers for FY2021.

The table below breaks down the bottom 10:[4]

East (and Southeast) Asian student numbers have been slower to recover across destination markets, perhaps due to a reluctance among parents to send their children abroad in the aftermath of a global pandemic. As COVID-19 slides further into the rear view mirror, look for these numbers to creep up.

Less optimism surrounds Saudi Arabia. Saudi F-1 student visa issued numbers remained down nearly 60% from 2019 and more than 85% since FY2014, after which the Saudi government tightened eligibility requirements for the popular King Abdullah Scholarship Program.

Key Takeaways

While F-1 student visa numbers remain well off their FY2015 peak, the return to 2018 and 2019 levels is extremely good news for institutions. The demand for an American education remains robust around the world, particularly in South Asia, where the US’s rising F-1 student visa approval rates are a key selling point and compare favourably with other destination markets. While the numbers out of East Asia are less encouraging, sector insiders should remain confident that these markets will continue to recover—though China’s days as the leading source market for US institutions are likely numbered.

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[1] Canadian data courtesy of Immigration, Refugees and Citizenship Canada (IRCC).

[2] UK data courtesy of HESA.

[3] Minimum 2,000 F-1 student visas issued in 2021.

[4] Minimum 2,000 F-1 student visas issued in 2021.

How US institutions can better attract and support international students

US institutions are great at hand-holding students in their first month, but then what? Bjorn Myhre, Adventus.io Partnership Director (USA), has a few ideas.

Bjorn Myhre – PARTNERSHIP DIRECTOR (USA)

Bjorn has 17 years experience in international education having managed agent relations for Washington State University while recruiting students from around the world. Prior to that, he held roles at Green River College and Pacific Lutheran University.

There are around 1 million international students studying at universities and colleges in the US at any given time, making it one of the world’s most popular study abroad destinations. But that doesn’t mean it’s an excuse to get complacent.

The COVID-19 pandemic blew the doors right open on what’s possible for education, and institutions in the US need to respond to student needs in order to stay competitive. There’s so much US schools can do to improve their offering for international students once they’ve arrived on-campus and the dust has settled.

I’ve spent a large portion of my career working on campuses and what I’ve observed is that the real study abroad experience is a roller coaster of culture shock. There are highs and lows associated with studying abroad, and discovering new cultures and fitting in with a new academic environment as an international student is a fun adventure. 

How do international students choose a school?

Traditionally, when students are looking to study abroad in the US, they often rely on the advice of friends or family or a trusted counselor. If their cousin went to school in New York and was successful, chances are they’ll follow in their footsteps. But the tides are changing.

The rise of social media and digital marketing campaigns exposes students to more options for studying abroad than ever before. But with so much information at their fingertips, finding the right school can be challenging. There are many factors to consider in choosing a good fit college to study at. 

US institutions can stand out from the crowd by investing time and energy into their campus offerings, administration systems and faculty access. Because for students, once they’re settled in, the focus then shifts to building community and looking at their lives beyond graduation.

Campus life

One of the features that make American institutions different from the rest of the world is the amount of ‘hand holding’ they do, particularly in a student’s first month on campus. The goal is to help each student feel comfortable and confident in American culture, so there’s someone there to pick them up from the airport, get their school supplies and settle into their accommodation.

But after this first month, students are left to navigate life on their own. This is where institutions can make a real difference – and it’s less about hand-holding and more about connection.

Boost diversity outside the classroom

Most US education institutions have more than 150 different on-campus clubs and organizations – a number that’s always growing. These clubs can really impact an international student’s life, particularly as a way to connect with others from their home country. Universities can (and should) do a better job of introducing new students to what clubs are available, which is a great way to boost diversity outside of the classroom.

Connect with their American peers

Many universities and colleges run peer mentor programs. These programs match international students with American students in fun and interesting ways for career building, integration support and social networking. At other institutions, experienced international students serve as peer mentors to newly arrived students and act as a friendly ‘student advisor.’ 

Learning outside of the classroom is as important as what happens inside the campus. The social connections international students have with America and older international students serve to help with retention, better academic preparedness, and overall satisfaction for everyone involved. 

Be part of tradition

American universities are big on tradition – and international students want to be a part of it. They want the full, 360-degree experience, which includes the local traditions of the school they’re attending.

Finding ways to include and celebrate your international student community within the traditions of your institution is a special way to be memorable. Teach students your chants, songs and quirky rituals so they feel just as big a part of it as their American peers. It is important for college campuses to have a large diversity, equity and inclusion framework that includes international students. 

Administration and faculty

One standout feature of American universities is the faculty staff. Across the board they’re passionate, knowledgeable, and eager to welcome international students into their classrooms. They love the diversity and perspectives students from overseas bring to the table, which is something to be acknowledged and celebrated regularly.

To help international students achieve their post-graduation goals, it’s important to give them access to three specific things.

1. Student support prior to arrival & first semester

US institutions, if you’re not offering a peer mentor or student ambassador system for newly arriving international students, it is a great recruitment and retention opportunity. Everyone needs support whether they realize it or not, and often students need it more prior to arrival than they do during the first week of classes. 

2. To expand their network

Professors are more than willing to share their connections and networks with eager students, which is especially beneficial for international students looking for post-graduate employment. Find ways to facilitate this less formally, like social mixers or themed events, so students can build confidence and practice their networking in a relaxed environment.

3. The right career advice

Career fairs are often how international students get access to work opportunities for after graduation but are there other, more creative ways you can support them? Talk to your students to see what kind of support they’re looking for when it comes to their career. Can you find them a mentor? Or perhaps an expert in their field they can connect with? Don’t wait until the last semester, but have students start early in their college career by connecting their studies to work opportunities. 

Education is a big investment for students, and making meaningful connections with older students, advisors, and faculty will have numerous benefits. So take the time to reinvest back into your student experience and you’ll be rewarded with more than just good enrolment numbers.

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About Adventus.io
Adventus.io is a SaaS-based B2B2C marketplace for the international student recruitment sector. We connect institutions, recruitment agents and students so they can find and transact with each other seamlessly, reliably and without bias. Our integrated marketplace arms both institutions and recruitment agents with intelligent tools to unlock faster and better quality outcomes. Ultimately, our mission is to help students make confident study decisions through a trusted platform.

To learn more speak to an industry expert.

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Why International freshmen may not be feeling so fresh.

Predicting International student success and English language assessment.

Imagine you are an international student in a foreign country in the first week of an undergraduate course of study. What’s playing on your mind? Probably far more than academic success. It’s more likely to be about who you will meet and what friendships you will build, about integrating into a strange culture, about how you’ll fit in and be judged and about how you’re going to cope without the immediate support of friends and family.

However, you are assured that you are in the right place doing the right thing. After all, you’ve been accepted onto the program of study having proven your worth academically, financially and linguistically, and you have faith in the institution’s ability to gauge your capability to succeed.

But is it that simple?

If we consider the gatekeeping measures employed by most institutions, there are limited windows that help foresee how well a learner will integrate and succeed on a socio-cultural and psychological basis. Whilst most HEIs necessarily focus on academic veracity, a learner’s chances of optimizing their learning, and overall success in an undergraduate program, are underpinned by their experiences beyond the lecture theatre or seminar room. It is clear that academic ability is not the sole measure nor predictor of success or student well-being.

Arguably, the best insights an institution can gain into a learner’s potential to integrate well and participate fully into their course of study is the linguistic profile made available, and, admissions interviews aside, this is usually in the form of a high-stakes summative assessment. Such assessments apparently denote whether or not the learner has the required linguistic ability to access and perform in the course of study, and they generally stake claims as to the learner’s ability to communicate. However, what do such English proficiency certificates actually show?

Predictive validity determines the extent to which a score in an assessment can predict the future performance, and indeed behavior, of the test-taker. In terms of succeeding in an academic course of study, what ‘predictive validity’ do admissions staff require of language exams, and do they have the tools to check whether the certificates recognized are delivering on this?

There would be clear advantages if high-stakes assessments could give a reliable and accurate reflection of communicative competence, actively assessing linguistic and discourse competences, alongside socio-cultural and strategic competences and pragmatic application of language. Furthermore, if such assessments could reflect a raft of study strategies and transferable skills evidenced to play a key role in university-level study, this would also be of considerable value in giving a clearer indication of an individual’s ability to communicate with peers and integrate into the educational environment operating across languages.

However, owing to the considerable pressure on admissions departments, often navigating the precarious balance between commercial and academic drivers to offer places to international students, established and traditional measures of linguistic ability are often approved, even required. Concerningly, such certificates are often acknowledged without serious scrutiny as to what they actually measure and can be recognized on merits of ubiquity or local market drivers rather than giving an indication of suitability for study related to acceptance criteria.

It is reassuring to see a positive move within the industry, whereby admissions teams are developing higher levels of assessment literacy, upskilling to be able to critically evaluate English language proficiency tests and assess whether they are fit-for-purpose for the requirements of the institution. This includes questioning levels of predictive validity and sub-skill development that surround a test, and to question to what degree a test helps demonstrate a learner’s likelihood of success.

There are exams that have been developed to actively assess communicative competence and the learner’s ability to engage in meaningful communication, and to engage in near authentic use of language within the academic domain. The Integrated Skills in English suite (ISE), from Trinity College London, is one such high-stakes 4-skills exam, and is currently recognized by over 98% of HEIs in the UK, and is also accepted for visa application purposes.

As an international examinations board and educational charity based in the UK, Trinity has the vision of promoting and fostering the best possible communicative skills through assessments that encourage candidates to bring their own choices and interests into the assessment and by developing tasks that closely reflect real-world communication. The impact of preparing for and taking such exams is one of developing a broad range of skills needed for natural use of English, and not just learning exam skills that are only of use in the examination room. Trinity would suggest that a learner with an ISE certificate of a specified level has proven their ability to actively engage with English through natural communication and demonstrated their readiness to operate at that level in an English-speaking academic environment.

Of course, there is no such thing as a perfect English proficiency exam, in fact, no English exam can claim to be valid and reliable for all contexts. However, admissions teams are progressively obliged to arm themselves with the skills to determine what an exam actually tests and evaluate the effectiveness of how this is operationalized.

The job of admissions departments has never been more challenging, and the stakes are high. There is an ever-increasing danger that institutions that accept international students onto their programs who then go on to fail, will be held accountable for allowing the initial admission, both from a legal and financial perspective. The choice of which English proficiency exams are recognized for admissions, therefore carries a considerable weight, not only to discriminate learners that can access academic input at a given level but possibly as the best available indicator of a learner’s potential for overarching success in an academic program.

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Come visit Trinity College London at the AIRC Annual Conference in December to discuss how your institution can recognize the Trinity ISE for admissions purposes.