Dr. Clay Harmon Appointed Next Executive Director of AIRC (October, 2023)

Dr. Clay Harmon Appointed Next Executive Director of AIRC (October, 2023)

The Board of Directors of AIRC: The Association of International Enrollment Management is pleased to announce the appointment of its new Executive Director, Dr. Clay Harmon, who will assume Executive Director duties on January 1, 2024. Clay will serve as Executive Director Designate beginning on November 13 to collaborate with current Executive Director Brian Whalen until his retirement on December 31.

An active member of AIRC for many years, and a current member of the Certification Commission, Clay is currently the Director of International Enrollment Strategy and Admissions at the University of Colorado Denver. In his professional roles, he has worked in all facets of international student recruitment, enrollment, admissions, and international student support, including over 15 years’ experience collaborating with agencies from the institution side. 

Clay received his Bachelor’s degree in Asian Studies from the University of Puget Sound, a Master’s of Higher Education Administration from the Harvard Graduate School of Education and a Doctor of Education from the University of Colorado Denver with a focus in Leadership for Educational Equity in Higher Education. He has also completed intensive Chinese language study at Beijing Foreign Studies University and Tunghai University.  

Harmon stated, “I am thrilled to join AIRC: The Association of International Enrollment Management as the next Executive Director. I look forward to working with the Board, the staff, and the membership to ensure a smooth leadership transition and elevate AIRC's success in the coming years. Involvement with AIRC has been a cornerstone of my career for many years, and I will bring a deep and broad knowledge of the organization and its key activities to my new role.”

AIRC President Derrick Alex said, “I am excited to welcome Dr. Clay Harmon as the next Executive Director of AIRC. His international education background and involvement with AIRC over the years should help him in this leadership role with the organization. He joins the AIRC team at a crucial and exciting organizational phase as we continue solidifying our reputation as a standards organization focused on influencing and shaping policies impacting our members and international students. It's also at a time when we are embedding the DEI principles into our culture and growing as a membership organization to provide the necessary resources and services for our members to accomplish their goals. I am confident in Dr. Harmon’s ability to help advance AIRC's mission and goals and look forward to working with him. I would also like to take this opportunity to thank the search committee members for a job well done.”

AIRC President-elect and search committee chair Ismael Betancourt stated, “AIRC is honored to have received applications from many outstanding individuals throughout the world. After the extensive search process, we are excited to have selected Dr. Clay Harmon as our next Executive Director. His extensive experience in international education, combined with his leadership style and strategic vision, made him a great candidate to advance AIRC to the next level. I look forward to working with Dr. Harmon in the next year.”

AIRC Board Treasurer Vanessa Andrade added, “I am happy to extend a warm welcome and congratulations to Clay as he steps into the role of AIRC Executive Director. I am really looking forward to working with Clay to advance AIRC mission and its impact in the international enrollment management field. I have no doubt that his skills and vision are not only a great addition to the AIRC team but will move AIRC as an organization even further.”

Brian Whalen commented, “I am so excited for Clay and for AIRC. With Clay at the helm, the future of AIRC is indeed very bright. I look forward to working with him over the next few months to ensure a smooth transition and to serve our members.” 

Reflecting on his appointment, Harmon said, “As AIRC celebrates 15 years, the association enjoys a sound reputation built on agency certification and the annual conference. This foundation has positioned us to grow by further developing institutional standards, advocating for policies favorable to international enrollment, and enriching member services for institutions and agencies alike. I am eager to expand our membership through strategic and intentional outreach and t embrace AIRC's firm commitment to promoting diversity, equity, and inclusion in international enrollment management, which not only aligns perfectly with my own personal values, but also is also critical to our current and future work.” 

About AIRC

AIRC: The Association of International Enrollment Management is a non-profit 501(c)(3) membership association of accredited secondary and post-secondary institutions, student educational recruitment agencies, and service providers that seeks to promote standards-based international student recruitment and enrollment practices. As a leader in the field of international enrollment management, AIRC develops and provides essential resources, services, and programs for its 350+ members to advance their recruitment goals and adhere to standards. AIRC is a Standards Development Organization (SDO) registered with the U.S. Department of Justice and the Federal Trade Commission

Contact: Derrick Alex, President, AIRC, dalex@central.uh.edu

A National Qualifications Framework – What It Is, Why the U.S. Needs One, and How It Could Benefit Agents

Over the last two decades more than 150 countries and regions have developed National Qualifications Frameworks (NQFs) to assist learners in ensuring recognition of their educational achievements.  The NQF is a simple tool that describes the relationship between educational qualifications in a country.  An NQF assists learners as they pursue employment, professional licensure, and further education and increases mobility by facilitating acceptance of qualifications in other countries.  U.S. learners, agents, and educators will benefit from the advantages of this globally recognized tool.  Stakeholders are moving forward in making this goal a reality, and the United States is now on the cusp of obtaining an NQF. 

In 2022 a group of stakeholders convened a United States Qualifications Framework (USQF) Advisory Council to accelerate the ongoing effort to establish a National Qualifications Framework in the United States.

With the encouragement of a broad range of participants from those involved in U.S. higher education, governmental agencies, employer groups, trade organizations, international education, and others, the USQF Advisory Council built on existing work to achieve the following:

• Designed and developed a draft United States Qualifications Framework

• Began testing and obtaining feedback on the draft USQF

• Identified key stakeholders to move adoption of the USQF forward

• Collaborated with current initiatives that complement the USQF

• Gained expertise from previously established NQFs around the globe

To learn more about the progress made in this initiative, please visit www.usqf.org.

Why a United States Qualification Framework?

In the U.S. you can obtain an associate degree for both academic and vocational purposes. This may not be the case in other countries with robust Technical and Vocational Education and Training (TVET) systems in place. In some instances a student with a TVET certificate is only allowed to continue in a practical training program and would not be given credit for a university-level program. They would essentially be starting from the ground up (or as a freshman) if they wanted to transfer to the traditional academic sector.

Likewise, professional programs are slightly different in the U.S. educational system. There is no direct matriculation route from secondary school (high school) to a first professional degree in the fields of medicine, dentistry, law, and veterinary medicine. These academic professional training programs require previous undergraduate studies for admission. In most cases the stated admission is based on two or three years of undergraduate study, but in practice the prerequisite is a bachelor's degree.

In the health professions undergraduate studies should focus on sciences (chemistry, biology, life sciences), while in law the prescribed pathway includes philosophy, political science, and the like. This is a significant difference in the U.S. system that can lead to confusion when migrating to another system. The LLB (Bachelor of Law) in South Africa or England bases admission on the benchmark secondary qualification, requires three years of study, and leads to law practice. A lengthy apprenticeship follows in South Africa, but the law degree, unlike the U.S. Juris Doctorate degree (JD), requires the NSC (the benchmark secondary credential) for admission and leads to licensure. Licensure in the U.S. system cannot be obtained without a bachelor's degree and a three-year JD.

In establishing a USQF, one of the most important challenges includes how these professional programs function and where they reside in relation to other qualifications. In some respects, the MD, DDS, JD, and DVM function like graduate degrees; they are, after all, called doctorates. They require highly specialized expert knowledge in the field combined with knowledge of related fields. They also are first degrees in the respected profession and lead to graduate degrees. A holder of a JD can advance to a master's program in law, for example. This creates a conundrum. Because of this dual functionality, the professional degrees in effect maintain their own niche on the USQF.

How Would a USQF Benefit Agents?

As we’ve demonstrated, there can be confusion surrounding the various pathways a student may take to obtain a particular degree, diploma, or certificate. This is where a National Qualifications Framework comes into play.  The goal of the USQF is to make these credentials (and their credits) easily understood to employers, agents, and international partners. The benefits of having a functional National Qualifications Framework are vast.  Of few of them are:  

Clarity and transparency:  

An NQF provides a clear and standardized framework that defines the qualifications, skills, and knowledge required for various educational and occupational pathways. It helps establish a common language and understanding of qualifications, making it easier for individuals, employers, and educational institutions to assess and compare qualifications. 

Mobility and transferability:  

With an NQF, individuals can more easily transfer their qualifications and skills across different educational institutions and industries. This facilitates mobility within the country, allowing individuals to pursue education and employment opportunities in different states or regions without facing unnecessary barriers or loss of recognition. 

Alignment with international standards:  

Many countries have already implemented their own national qualifications frameworks, and having a compatible NQF in the United States helps align the qualifications and educational standards with international benchmarks. This is particularly important in a globalized economy where employers and educational institutions increasingly value qualifications that are recognized and understood internationally. 

Lifelong learning and upskilling:  

An NQF can facilitate lifelong learning by providing a comprehensive framework that encompasses various educational pathways, from primary and secondary education to vocational training, higher education, and professional development. It encourages individuals to continuously upgrade their skills and qualifications to adapt to changing labor market needs and technological advancements. 

Enhancing workforce development:  

An NQF supports workforce development efforts by enabling better alignment between educational and training programs and the needs of the labor market. It helps identify skill gaps, inform curriculum development, and facilitate the recognition of prior learning and work experience, which can enhance individuals' employability and contribute to economic growth. 

In general, the USQF will promote clarity, consistency, and compatibility in the recognition and assessment of qualifications, ultimately benefiting all stakeholders. For agents, this means a faster and simpler tool for guiding students on possible transfer credit or admission options.

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Melissa Ganiere is a Client Solutions Manager at Educational Credential Evaluators (ECE) and the project manager for the United States Qualifications Framework.  She has performed various roles over her 17 years of employment at ECE, including Evaluator, Research Evaluator, International Detective, and Professional Googler.  Her areas of expertise include alternative credentials and pathways, fraud and documentation issues, and international education from Azerbaijan to Zimbabwe.

Diversification Strategies in Southern and Southeast Asia

When discussing international student flows to the US from Asia, it is easy to stay focused on the two primary stories of China and India. Questions about when China will “bounce back” coupled with interest in India’s surging population growth dominate news feeds as universities continue to recover international student enrollments post-pandemic. The focus isn’t unwarranted - in the 2021-22 academic year, China and India accounted for 51.58% of the total 948,519 international students enrolling in US higher education institutions.[i]

However, the rest of Asia still makes up 17.86% of total enrollments, with annual growth trends providing an even more exciting story.

Despite a post-COVID recovery in the overall sector, China currently sits at an 8.58% annual decline from 2021 to 2022, contributing to most of East Asia’s overall 5.92% decline. Meanwhile, growth in Southern and Southeast Asia is more impressive, ranging from 5.43% in Nepal to 12.76% in the Philippines to 23.25% in Bangladesh.

While navigating the Chinese and Indian student landscape will be critical for university growth strategies, the rest of Asia should not be ignored. The benefits of diversification coupled with the growth potential from smaller countries in South and Southeast Asia can have a meaningful impact on a university’s internationalization strategy.

Country Insights

How can an institution effectively leverage these opportunities as it pursues expansion in other regions of Asia? Below we offer insights on four specific markets - Bangladesh, Nepal, the Philippines, and Vietnam - highlighting their nuances and offering recommendations on how to optimize a university’s activities in each country.

Bangladesh

With an economy expected to jump 11 places from 35th in the world to 24th by 2030, Bangladesh is poised for employment growth.[ii] However, current academic offerings within the country are not sufficient to support the growing need and development of the required skilled workforce, thus resulting in exponential growth in the demand to study abroad.

• Dhaka accounts for nearly 55% of student demand seen by our team in Bangladesh, with North America as the primary desired destination country. With that being said, Sylhet and Chattogram should not be ignored either given consistent growth in these areas in recent years accounting for more than 25% additional share of the market..

• Bangladeshi students primarily pursue graduate degrees and are highly sensitive to cost.

• Campus location is a significant factor, with students preferring urban areas.

Nepal

According to data collected across various country sources, approximately 125,000 Nepalese studied abroad in the last year, with about 45% of those students pursuing their education in Australia.[iii] However, the recent tightening of visa issuance in Australia has led Nepalese students to open their search to other countries, with Canada growing its Nepalese student population by 258% due to stronger visa approval rates. The US currently captures about 9.5% of the outbound Nepalese population, with 5.43% growth in the last reported year.[iv]

• Nepalese students primarily pursue bachelor degrees, with our team seeing only about 30% pursuing graduate studies. STEM fields broadly remain the dominant areas of interest. However, students specifically focus on data science and artificial intelligence or concentrations in engineering such as earthquake, tunnel, and/or highway.

• Kathmandu is the primary hub for agents and students, with the majority of educational consultancy organizations based in the capital city.

• While most students prefer to gain work experience in the US after graduation, MBAs and hospitality graduates tend to return home due to increasing opportunities in those fields.

Philippines

Nearly 49,000 students from the Philippines currently pursue their education overseas according to data collected from reporting organizations across the primary destination countries.[v] While 65% of those students choose institutions in Canada and Australia, the US saw a 12.76% increase in Filipino students from 2021 to 2022.[vi]

• The average age of applicants seen by our team in the Philippines is 30 years old, with mature applicants as advanced as 60. The majority of these students are married and look to bring their families when enrolling overseas.

• Nearly 50% of our applicants come from Metro Manila, but an additional nine regions in the country are seeing growth in student demand.

• Most Filipino students in the US tend to be J-1 visa holders given programs packaged and offered through universities. The designation of English as an official language in the Philippines also makes this population unique compared to many other Asian countries.

Vietnam

While Vietnam has seen slower growth than other countries in the region, the US remains a top destination for Vietnamese students, second only to Korea. US institutions are particularly interested in Vietnamese students given their attraction to community colleges and English language programs over graduate-level offerings.

• Vietnam is the #2 source market for international students in US community colleges and #6 across all US education offerings.[vii]

• Of the students supported by team members in our Vietnam office:

  • 38.9% enroll at community colleges

  • 16.7% enroll at liberal arts colleges, and

  • 44.4% enroll at universities

• Vietnamese students recognize their English skills need development and look for opportunities accordingly that take this into account.

Marketing & Outreach

International educators know that Asians are not a monolith. Understanding both the cultural nuances and the most effective platforms in each country is necessary to engage prospective students effectively.

Further, speaking to these students with the approach and context of their specific country - such as using examples of current students and alumni from the same nationality - is critical for building rapport and credibility.

Below, we offer the key people, platforms, and approaches that resonate with each country based on the experiences of our teams in each market.

By understanding the nuances of and opportunities in each market, universities can tailor their approach to maximize recruitment from each country. Doing so will not only contribute to increases in international enrollments overall, but also further diversification of an institution’s student body and assist in de-risking the overreliance on any one particular country. 

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ABOUT Leap GeeBee

Leap GeeBee offers a wide portfolio of services supporting international education, including opportunities for universities to attract and recruit a variety of target student populations. With over 55 offices across the world, our team provides expertise on recruiting students from all four of the countries discussed above, along with several others including India, the UAE, and Brazil. Connect with our team to learn more about the various ways we can help you achieve your international strategy goals.

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[i] Open Doors® 2022 Report on International Educational Exchange. (2022, November 14). All Place of Origin. https://opendoorsdata.org/data/international-students/all-places-of-origin/

[ii] Cebr. (2022, December 26). World Economic League Table 2023. https://cebr.com/reports/world-economic-league-table-2023/

[iii] ICEF Monitor. (2023, March 22). Outbound mobility trends for five key sending markets in Asia. https://monitor.icef.com/2023/03/outbound-mobility-trends-for-five-key-sending-markets-in-asia/

[iv] Open Doors® 2022 Report on International Educational Exchange. (2022, November 14). All Place of Origin. https://opendoorsdata.org/data/international-students/all-places-of-origin/

[v] ICEF Monitor. (2023, March 22). Outbound mobility trends for five key sending markets in Asia. https://monitor.icef.com/2023/03/outbound-mobility-trends-for-five-key-sending-markets-in-asia/

[vi] Open Doors® 2022 Report on International Educational Exchange. (2022, November 14). All Place of Origin. https://opendoorsdata.org/data/international-students/all-places-of-origin/

[vii] ICEF monitor. (2023, June 21). Vietnam remains a key growth market in Southeast Asia. https://monitor.icef.com/2023/06/vietnam-remains-a-key-growth-market-in-southeast-asia/

AIRC Enhances Its Name, Identity and Purpose (September, 2023)

The Board of Directors of the American International Recruitment Council (AIRC) has voted unanimously to adopt a new name for the standards development membership association. The new name, AIRC: The Association of International Enrollment Management, reflects AIRC’s expanded scope of providing standards, resources and programs that support all aspects of students’ international education journeys from recruitment to enrollment.

Derrick Alex, President of AIRC, explained how the Board viewed the decision. “The great news is that AIRC as an organization has continued to evolve by supporting various aspects of the international student journey, raising industry standards, and serving as a resource for all members. However, for all good reasons, we have also outgrown our former name, The American International Recruitment Council in this exciting phase.” 

He added, “While the word “American” may give an impression that all AIRC’s members and stakeholders are U.S.-based, which isn't true because we have members from over 30 countries around the globe, the word “Recruitment” appears limited and does not convey the broader mission of AIRC in supporting the entire international student enrollment experience. The term “Council” doesn’t portray who we are as a diverse, expanding membership community. However, we also realize that the acronym “AIRC” has become widely known and respected in the industry. Hence, the acronym remains part of our new name.”

According to AIRC’s Executive Director Brian Whalen, “This change promotes what AIRC has been doing over the past few years as part of its strategic plan; namely, creating the architecture and support structures for the international enrollment management field (IEM). The creation of the IEM Glossary, the launch of the first State of the International Student Recruitment and Enrollment Field Survey, the development of IEM Standards for Higher Education Institutions, and the issuing of National Recommendations to Improve International Student Recruitment and Enrollment are all examples of how AIRC is advancing this work.”

AIRC will be adopting the new name immediately and will be updating its website, documents and logos over the next few months.

Whalen added, “This is an exciting moment for AIRC. In its relatively short fifteen-year history, it has achieved greater and greater success and influence. Our new name will inspire our member community to even greater heights.”

For more information on the name change, contact:  Brian Whalen, Executive Director, AIRC, brian.whalen@airc-education.org

USA Student Recruitment Pattern: Market Insights from South Asia, Southeast Asia & Africa

A leading study-abroad destination for international students, the USA continues to be the top choice for students from South Asia, Southeast Asia & Africa who are seeking international education opportunities. Over the years, the flow of international students studying at higher education institutions has been soaring high. Several compelling reasons have facilitated this growing preference for studying in the US. This growing international student mobility has in turn contributed enormously to the US economy.

International Student Recruitment is Important to the US Economy

Numerically speaking about the year 2021-22, international students living in the US have collectively contributed $33.8 billion to the economy. In addition to this, they have accommodated 3,35,000+ jobs across the country.

Reflecting on the surge in international student enrolment in the past few years, here’s a detailed market insight on the student recruitment pattern of the US. By exploring the recruitment resources and our industry expertise, KC Overseas Education is presenting market insights from South Asia, Southeast Asia & Africa.

Now let us see the source countries from where these international students come from.

International Students in the US: The Year 2021-2022

The data shows 9,48,519 international students were in the US in the year 2021-22. Before the arrival of the pandemic, the number of international students enrolled in US Universities was more than 1 million.

Country-Wise Number of International Students in the US

The highest contributor of international students in the US in 2021-22 has been China. China has contributed 31% or 2,32,674 students in the US. India has been the next leading source country when it comes to student enrolment in the USA with almost 21% or 1,29,569 students being contributed from India. Collectively, China and India have accounted for 52% of international students in the US.

While Nigeria and Vietnam have accounted to contribute 2% each with 29,284 students. The proportion of students from South Asia, Southeast Asia & Africa has grown dramatically. The statistics presented below indicate this growth in the number of international students from leading countries of South Asia, Southeast Asia & Africa.

As the above-mentioned numbers indicate, with 1,29,569, Indian students have a significant contribution to the US’s international education sector. Furthermore, 9,111 students from Bangladesh, 9,094 students from Nepal, 6,876 students from Pakistan, and 2,280 students from Sri Lanka have largely contributed to the international student population. KC’s student data from these countries signifies a preference for pursuing STEM courses in USA.

Talking about student mobility from Southeast Asian countries, Vietnam has contributed significantly in the year 2021-22 with 17,543 students. Furthermore, Indonesia has notably contributed 6,338 students to the international student population in the US. 4,039 students from Thailand, 3,699 students from Malaysia, and 2,781 students from the Philippines have been major contributors to the Southeast Asian region.  

In 2021-22, Nigeria emerged as the top place of origin for international students in the US with 11,741 students. Pursuing Masters in USA was a preferred choice for African students. Ghana and Kenya have significantly influenced and contributed 7,218 students altogether. Together, these African countries are becoming the new source markets for the USA.

Considering this massive flow of the top student populations choosing to study in the USA, we have to comprehend whether this growth of international students from these source countries is sustainable or not and how would this growth look in the near future.

Forecast 2030 for International Students in the US

HolonIQ data predicts, that by the year 2030 the global education market will reach $10T. Furthermore, the developing market will be a major contributor to this expansion. Countries of Asia and Africa will be the driving force behind the expansion.

Mapping and forecasting global student flows to the United States, HolonIQ has forecasted the flow of international students studying at the US higher education institutions will be around 9 million by the year 2030. Additionally, these international students will be contributing more than $500B in annual direct expenditure.

Looking at the growth rate of the market, by the year 2030, China and India will continue to remain the top source countries for the US. However, it is predicted that India would effectively replace China as the top source country. By 2030, the flow of Indian students studying in the US is expected to double from around 2,00,000 students at present to 4,00,000.

Apart from India and China, student flow from countries like Indonesia, Ghana, Pakistan, Bangladesh, Nepal, Vietnam, and Nigeria are predicted to grow enormously.  Thus, these countries will be among the top 20 source countries in the United States in 2030.

By overseeing student recruitment data and the growing number of international students in the USA, one can summarise the top reasons for this growth. Some of the leading reasons behind the rapidly growing number of students from South Asia, Southeast Asia & Africa are enlisted below.

Top Reasons Behind the Growth of International Students in the USA

1.     Fastest Growing Economies

Various countries from South Asia, Southeast Asia & Africa are among the world’s fastest-growing economies. These countries including India, Vietnam, the Philippines, and Kenya are further expected to grow over the years.

2.     High Proportion of the Young Adult Population

These major source countries have a high proportion of the young adult population. As young people have been at the forefront of educational activities, the increasing young adult population is looking forward to progressive opportunities for higher education in the US.

3.     Rising Middle-Class Sector

The emergence of the middle-class sector is always considered good for the economy. The rapidly rising middle-class sector has increased the spending capacity to study in a country like the US.

4.     Investing in Education: A Top Choice for Parents

Parents from these source countries consider spending money on quality education as an investment. This thought process has resulted in the growing number of student population in the US.

5.     Availability of Funding Options

Lack of money is no longer a hindrance for study abroad aspirants. Over the years, there have been numerous ways to fund education in the US. Among these options, scholarships are the most sought-after funding option. Additionally, taking student loans and working part-time are also popular options that are encouraging students to study in the US.

In the recent times, getting an education loan to study in countries like USA has become a quick and steady funding option for Indians. Leading banks and financial institutions readily provide up to 100% of loan funding depending on the merits of the application.

Similarly, there are numerous loan funding initiatives that students of such countries can avail of. Some of these are Asian Development Bank’s (ADB) allocating education loans for students across Asia as ADB facilitates to promote quality and accessible education. Likewise, Nigeria’s Federal Government has recently established the Student Loan Act. According to this Act, students from economically weaker backgrounds will be provided with interest-free financial assistance so that they can access higher education.

Summarizing the key student mobility facts and figures mentioned above, the international student population from these source countries is anticipated to continue to grow rapidly in numbers.

Over the years, KC Overseas Education has witnessed this growth of students preferring to study abroad. Being one of the leading overseas education consultancies and having more than two decades of industry experience, we at KC Overseas Education have expanded in these regions and offering our quality services to students aspiring to study in the USA. We are all equipped to share insights into the recruitment challenges in these countries, and the processes which are needed to combat these challenges and increase the university's student outreach in these markets.

With the countries of South Asia, Southeast Asia & Africa becoming upcoming markets, the US will be long benefited by being one of the top destinations for international students.

AIRC Issues National Recommendations for Improving International Student Recruitment and Enrollment in the U.S. (August 2023)

The American International Recruitment Council (AIRC) announces the release of recommendations to help increase international student enrollment in the United States. The recommendations are intended for all international student recruitment and enrollment entities, including AIRC members, partners, stakeholders, and government officials.

Developed over the past two years by a working group with input provided by the AIRC membership, government agencies, and sister associations, the recommendations focus on supporting two critical areas important to international student educational avenues: 1) promoting the many and diverse U.S. educational entry points to expand access to international student mobility, and 2) facilitating the connections between these entry points.

AIRC President Derrick Alex commented, “These recommendations encourage us to value and promote the enormous breadth of educational options offered by institutions and organizations in the United States. If we support and promote the diverse range of educational opportunities that serve as entry points for international students and promote the linkages between these experiences, the U.S. can achieve an interconnected education ecosystem to support accessible and flexible avenues by which international students flow to and within the U.S.”

AIRC Executive Director Brian Whalen stated, “These recommendations offer a distinctive perspective stemming from AIRC’s wide reach into all areas of international student enrollment.” Addressing the meaning and purpose of the recommendations, he added that they “articulate AIRC’s vision for how international student enrollment in the U.S. can grow to benefit students, institutions, and our society and culture. The recommendations will influence the broader conversations on U.S. international education policies and the development of a national strategy while providing a unified advocacy agenda for AIRC and its members.”

Chaired by Jing Luan, Provost Emeritus at the San Mateo Colleges of the Silicon Valley, the working group that developed the recommendations included members Cheryl Delk Le Good, EnglishUSA; Maria Dietrich, Northampton Community College; Daniel Harper, Christian Brothers University; and Michael Shaver, The Association of Boarding Schools (TABS).

AIRC will launch a promotional campaign to promote these recommendations and use them to shape its resource development and programming. 

Contact:

Brian Whalen, Executive Director, AIRC, brian.whalen@airc-education.org

AIRC Board Updates Association Bylaws

At the July 20, 2023 meeting of the AIRC Board of Directors, the association updated bylaws were adopted.

Finding the Right Fit: Factors to Consider When Choosing the Best Recruitment Partner for Your Institution

In AIRC’s latest State of The International Student Recruitment and Enrollment Field Survey, 62% of the 195 U.S. university respondents reported working with agents or a recruitment partner – a 13% increase from 2021 - and 98% of the institutions that do not partner with recruitment agencies are considering it.[1] The use of agents and recruitment partners is quickly becoming essential to institutional international recruitment strategies. 

So, what exactly do institutions look for when vetting an agent or recruitment partner? According to the report, the top factors influencing an institution’s decision to partner with a recruitment agency are the market of operations, quality of students, external certifications, and references from other institutions. What does this actually mean in practice?

Source: State of The International Student Recruitment and Enrollment Field Survey

Country-Specific Expertise: When an institution enters a new market or expands their presence in an existing market, an agent's local and regional knowledge makes a difference.

• A strong understanding of the country's culture and education system ensures they can deliver market intelligence back to the university.

• Cross-cultural competence and language skills to effectively engage with prospective students and their families, understand their needs and wants, and provide customized guidance are critical for yielding higher-quality applicants and admits.

• Utilization of region-specific marketing tactics with both offline and online strategies ensures that the target audience is reached in the manner that resonates the most

  • A student from India, for example, predominantly uses WhatsApp and Instagram with a preference for receiving a quick response to inquiries more than a student from Vietnam where face-to-face connections are highly regarded, along with searching on Facebook and Zalo, a homegrown platform with 92% market penetration.[2]

• Lastly, but equally important, recruitment partners should be well-versed in up-to-date immigration regulations and visa processes, including the specific requirements for students from their markets coming to the United States.

But how many agents should institutions have in a particular target market? The answer depends on enrollment goals. According to Adiba Shahjahan, Associate Director for International Recruitment and Partnerships at San Jose State University, “Every institution is unique and may have different enrollment goals they want to attain through agents. There is no right or wrong number, but having too many agents in one country or region will most likely not yield the results you are looking for.”

Recruitment Pipelines and Partnerships: Effective agents and recruitment partners have extensive networks locally, globally, and digitally. These connections allow agents to reach a broader audience, access potential student referrals, and collaborate with schools and organizations.

Recruiters should strive to understand a university's programs, admission requirements, campus culture, and overall value proposition. Further, consistent communication and the ability to take feedback from their U.S. institutional partners is important towards growing a strong relationship.

“They’re active, they’re curious, they’re professional,” says Sean Cochran, Director of International Enrollment Management at California State University-Long Beach, “By that, I mean they are engaging with us in just the right way: ready to collaborate on new approaches in the market, but familiar enough with our programs that we don’t need to spend too much time training and retraining.”

The landscape of recruitment pipelines and partnerships has shifted with the use of aggregators, and an increasing topic of discussion lately is whether institutions should work with:

• Master agents with a network of subagents,

• Agents that work directly with students and institutions, or

• Recruitment partners that offer both options.

Whichever institutions choose, the takeaway is about quality control and the assurance that regardless of the student's counseling, the university's brand and intellectual property are respected, and the qualified applicants coming through are excited about attending the institution.

International student recruitment is "fundamentally a people industry," says Eddie West, Assistant Dean, International Strategy and Programs at San Diego State University, "The more that the guidance provided by actual human beings is subordinated to algorithms, and the more that students, institutions, and agents are commodified, the greater the risk that students will receive poor advice."

Given this, institutions should prioritize working with recruitment partners that are transparent regarding their operations. Overall, the value of the agency’s reach and educational connections ultimately boosts the institution’s recruitment reach and effectiveness into a market advantage.

Training & Certification: AIRC certified organizations and recruiters are recognized for their professionalism. It signals to institutions that they adhere to recognized ethical standards and deeply understand best practices in international student recruitment.[3]

Additional high-value experiences such as attending conferences and training are also considered influential. For example, ICEF offers comprehensive training in international student recruitment and counseling online and in-person at their many global events.

Organizations like the Association of International Education Administrators (AEIA), the National Association of College Admission Counseling (NACAC), and NAFSA: Association of International Educators offer professional development opportunities online and in-person at their conferences.

Active participation demonstrates a commitment to the profession, increased knowledge, and expertise in specific areas of international education, further establishing credibility. Attending the annual AIRC conference in December allows institutions to meet in person with certified recruitment agencies and converse with institutions working with recruiters.

Obtaining Positive References: Acquiring institutional references is an essential step in deciding whether to work with a specific agent or recruitment organization. Positive references can enhance credibility in determining the effectiveness or expertise of a recruiter, but there is more to consider. Other equally important factors to assess a recruiter's qualifications are:

• Depth of experience as an agent in target area

• Number of years in operation

• Business model

• Industry reputation

• Successful student placement track record

• Opportunities to meet in-person or visit an agent’s office

• Professional communication style

The number of references you should obtain can vary from three to five as well as whether you seek references from institutions similar to yours in size, profile, and location or diverse, such as public, private, and community colleges.

Mabel Perez, Manager of International Admissions Outreach at the University of Houston-Clear Lake, suggests leaning on the student experience in addition to professional references, "Since I strive to partner with agents that are student-centered, I always read through student reviews if they are available." Student testimonies echo an agent's personalized approach that makes potential students feel valued and increases their trust in the agent and your institution. 

Principles in Practice

As students strive to discover U.S. universities that fit their strategic goals, so should institutions in finding and vetting recruitment partners. Given the need to align an institution’s approach to recruitment partnerships with its overall strategy, there is not one single solution that fits for all universities. However, fundamental considerations as outlined here as well as other resources provide a framework for developing each institution’s approach, such as the recent publication Student Recruitment Agents in International Higher Education, a Multi-Stakeholder Perspective on Challenges and Best Practices.

For institutions increasing their investment in recruitment markets worldwide, working with certified and trusted recruitment partners possessing the cultural knowledge and depth of experience to deliver high-quality applicants could be the difference between enrollment success and failure.

Similarly, agents that have invested the time and resources to learn the objectives of both the institution and the student are more likely to create a good match and have longevity in the industry, which collectively is a win-win for all involved.

[1] The State of The International Student Recruitment and Enrollment Field Survey, The American International Recruitment Council (AIRC), in cooperation with BONARD and association partners the Association of International Education, Administrators (AIEA) and the National Association for College Admission Counseling (NACAC), 2023. 

[2] OOSGA, Social Media Outlook in 2023 - Trends & Platform Stats, Social Media Landscape by Country, January 9, 2023.

[3] AIRC Educational Agency Standards, revised and updated, 2012.

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Leap GeeBee offers a wide portfolio of services supporting international education, including opportunities for universities to attract and recruit a variety of target student populations. Contact us to learn more about the various ways we can help you achieve your international strategy goals! To learn more about Leap GeeBee, please visit https://www.leap.global/

AIRC's Response: Supreme Court Affirmative Action Decision

AIRC condemns the U.S. Supreme Court’s decision prohibiting the use of race as one factor in a holistic college admissions process.
 
While the scope of affirmative action does not apply specifically to international students, this decision is nonetheless likely to have a negative impact on the recruitment and enrollment of international students at a time when global competition for these students is greater than ever. Unfortunately, these negative impacts come precisely at a time when many U.S. institutions are seeking to expand and diversify the countries represented on their campuses. The Court’s decision is a threat to our efforts to rebuild international student enrollments to pre-pandemic levels and keep the U.S. the leading international education destination.
 
As a result of the ruling, international students and their families may judge the U.S. to be a less welcoming and supportive host for international students. Students choose to study in the U.S., in part, because of the diversity of students with whom they will interact on campuses. Studying and living with peers who reflect the richness of our multiracial U.S. society helps to prepare students to be engaged contributors in our globally interconnected world, where interacting and working with others who have different backgrounds and hold different views has never been more important. Without the tool of affirmative action, institutions may have greater difficulty in creating this living and learning environment, and as a result international student learning could suffer because of it.  
 
AIRC will continue to assess the impact of this decision on international student recruitment and enrollment. We are planning to convene a webinar soon for our member community to discuss the impacts of the ruling and share ideas and practices for facing the challenges brought on by the Supreme Court ruling. 
 
Sincerely,
 
Brian Whalen
Executive Director

Destination 2030: Reimagining the future of student mobility

An IDP Think-Tank Event

International education in the United States is at an inflection point. There are positive forces shaping the field: we are riding the global wave of strong rebounding demand post-covid, and in July 2021, the U.S. Departments of State and Education released the Joint Statement of Principles in Support of International Education.

But the challenges are formidable, including increasing global competition, rising costs and price sensitivity, and capacity issues. Although the U.S. has long been the largest receiver of international students in the world, it is also the only major destination country that does not have a national strategy for inbound international student mobility. To remain competitive in this dynamic landscape, the U.S. cannot be complacent.

In response to this unique moment, IDP held a think-tank event, “Destination 2030: Re-imagining the Future of Student Mobility – Advocacy and Implementation of a U.S. International Education Strategy.”

The inaugural Destination 2030 was held in Washington, D.C. in February 2023, bringing together senior international education leaders, key government agencies, representatives of professional associations, and international students. The event created a forum to advance the conversation on U.S. international education and actively shape the future of U.S.-bound student mobility.

Destination 2030 included expert panels, presentations, interactive activities, and group discussions. It was a collaborative gathering where all participants engaged actively in meaningful and necessary conversation about the future of international student mobility in the U.S.

Themes

Several key themes emerged at Destination 2030. These themes matter to the future of the field and must be incorporated into any U.S. international education strategy.

Collaboration and cooperation

Perhaps the strongest and most important theme to emerge from the day was the need for collaboration and cooperation, across many different groups and organizations. Creating an effective strategy will require extensive coordination within and across institutions, sector organizations, and government agencies, at the local, state, national, and international level.

Growing the pie for all by increasing access

Destination 2030 participants agreed that by working cooperatively instead of competitively, we can expand the pool of students who have the ability to pursue education internationally. Participants shared many ideas for how to make U.S. higher education more accessible to international audiences including reducing costs and barriers, offering new delivery methods and credential types, recruiting in countries that have not historically had access to education abroad, and including the millions of refugees, asylees, and DACA students in recruitment strategies.

Diversity, in all contexts

Destination 2030 attendees collectively agreed that Diversity, Equity, and Inclusion (DEI) is the top priority for U.S. international student enrollment by 2030. In addition to creating a more stable and balanced recruitment funnel, diversification of international enrollments brings many benefits to U.S. college campuses and beyond.

Connecting the international and the domestic

To communicate the value of international education to the larger community, it is critical to link international and domestic efforts. This link must include policy, priorities, organizational structures, curriculum, and more.

Innovative delivery of U.S. higher education

Creating a strategy for U.S. international education requires new and innovative delivery methods, including micro-credentials, online and certificate programs, blended degrees, and upskilling and reskilling programs. U.S. higher education must carry forward the innovative spirit it demonstrated during the pandemic and offer relevant programs to meet modern workforce needs.

Managing risks

International education in the U.S. is faced with many inherent challenges, including geopolitical conflicts, social unrest, inflation, currency fluctuations, transitions to hybrid learning, quality control, inequities in college access, and rising tuition and costs. The U.S. higher education sector must be prepared to address and manage these risks together.

Amplifying the student voice: student success and stories

International education leaders must create a regular practice of listening to and responding to the voices of our international students, for their stories are the center of what we do. In the broad discussion of national strategies, new programs, and ambitious goals, one cannot lose sight of the individual, human-level experiences of the international students at U.S. institutions.

Outcomes & Next Steps

As a student-first organization, IDP is dedicated to improving the future of the field using our global scale, trusted experts, and innovations. As was made clear at Destination 2030, the creation and implementation of a national strategy for international student recruitment cannot be undertaken by any one organization.

This fact is underscored by the recent publication of NAFSA's latest Issue Brief: The United States Needs A Coordinated National Strategy For International Education. IDP fully supports the goal of creating a national strategy and commits to serving as a facilitator of the collaboration that is needed to achieve this goal.

Interested in learning more about Destination 2030?

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IDP Connect is the strategic partner of choice for institutions seeking access to engaged student communities. By building on trusted relationships and actively connecting our community of students, institutions, sector bodies, and local education experts throughout the world, IDP Connect plays a vital role in nurturing a thriving future for higher education. Our innovative use of digital technology, unparalleled live student data and global network of trusted local counsellors provide insight and ensure success for both our students and partners.

The Impact of International Students on the US Economy in 2023

What do a battery that can power a car for 240 miles, an online marketplace that directly connects students with landlords, and an app that can identify any song in a matter of seconds all have in common?

They are all inventions of former international students.

In 2020, there were over 6.3 million international students who together contributed $370 billion to the global economy.(1) These students have created jobs, built billion-dollar companies, and invented processes that have changed the way we live.

International Students Boosting US Economy and Jobs

The US remains one of the most popular destinations for international study in the world. This is due in part to the US having the largest economy in the world and maintaining significantly low rates of unemployment. But this student-economy relationship is mutually beneficial.

In the 2021/22 academic year, the nearly one million international students who attended US colleges and universities contributed $33.8 billion to the US economy and supported more than 335,000 jobs.(2)

While the economic contribution of students last year was 19% higher than 2020/21, it still falls short of the all-time high set in 2018/19, when more than one million students generated $40.5 billion and supported more than 450,000 jobs.

The interactive map below displays the enrollment rates, jobs supported, and overall financial contribution of international students to every US state in 2021/22:

For every three international students in the US in 2021/22, one US job was created. The total number of jobs supported (335,423) by the financial contributions of international students is up 9.5% compared to the prior academic year. Jobs supported by international students in the US dropped by 26.4% last year.

Economic contribution per international student in the US dropped from $38,000 in 2019/20, to $35,000 in 2021/22.

Last year’s $5.5 billion increase has to be mentioned alongside the decline of $10.3 billion in 2020/21—the largest single-year decline since NAFSA began tracking these figures over 20 years ago.

The US has regained about half the ground it lost in the previous year. And while COVID-19 is the default answer for explaining this slow recovery, we can’t forget about the competition. The US is seeing more competition for international students today than ever before.

The Immense Value of US Startups

International students offer more than a dollar value to their host country’s economy. If US policymakers need any incentive to retain and attract top international students, they should look at their recent accomplishments.

In 2018, there were 21 billion-dollar US startups with a founder that first came to the US as an international student. Fast forward to 2022, and the number of billion-dollar startups with an international student founder has exploded to 143.

Over 25% of the 583 US companies valued at a billion dollars or more in 2022 were founded by an international student. Perhaps the most impressive aspect of this feat? The diversity of these former students, who hail from 57 different countries.(3)

A secondary benefit of these businesses? The jobs they create. U.S. billion-dollar startups with an international student founder created an average of 860 jobs in 2022.

Roadblocks to Continued Success

The ceiling for innovation from international students in the US is exponentially high. Barring any major policy changes over the next 3 years, by 2025, the US could easily be the home of over 300 billion-dollar companies founded by an international student.

The biggest thing standing in the way of that? Currently, there is no reliable way under US immigration law for foreign nationals to start a business and remain in the country after founding a company. Successful immigrant entrepreneurs in America are almost always refugees or family-sponsored and employer-sponsored immigrants.

A startup visa that allows international students who found companies and create jobs to remain in the country would be an impactful addition to the US immigration system, opening the door for more students to stay and grow a business after graduation. Institutions should be lobbying their government representatives to reduce barriers for international students to stay and work in the US, as the economic benefits speak for themselves.

(1) Calculated using the per student economic contribution of $58,823, StudyPortals, “Beyond $300 Billion”, 2016. All dollar amounts in USD.

(2) National Foundation for American Policy, NAFSA International Student Economic Value Tool, 2022.

(3) NFAP Policy Brief, Immigrant Entrepreneurs and U.S. Billion-Dollar Companies, Anderson, July 2022.

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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 600,000 students along their educational journeys.

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

AIRC and ICEF Announce Renewed Strategic Partnership (April 13, 2023)

AIRC and ICEF Announce Renewed Strategic Partnership (April 13, 2023)

The American International Recruitment Council (AIRC) and ICEF announce a renewed strategic partnership that will bring the two organizations closer through cooperation in programming, events, and credentialing.

As part of the partnership, AIRC plans to provisionally accept all ICEF screened agencies into its rigorous Certification Program. “This will make it possible to introduce many more educational agencies to the benefits of AIRC Certification,” said Brian Whalen, AIRC Executive Director. AIRC’s agency certification is based on objective standards and helps AIRC fulfill its Standards Development Organization (SDO) role, as recognized by the U.S. Department of Justice and Federal Trade Commission.

The partnership will include AIRC migrating its popular Counselor Training on U.S. Higher Education onto the ICEF Academy learning management platform to enhance ICEF’s training offerings. “With cohorts enrolling throughout the year, AIRC’s Counselor Training is one of our most popular programs,” explained Jennifer Wright, AIRC Associate Director and Director of Certification. She added, “We are excited that this training will become part of a diverse menu of offerings that provide the knowledge and skills that counselors need to serve international students seeking educational opportunities.” Another area of cooperation is expected to involve coordination of badging for the training offered by each organization.

In addition, ICEF and AIRC hope to coordinate the location and dates of their major North American events. In 2023 the AIRC Annual Conference will be in Phoenix, Arizona, December 6 – 9, while ICEF’s event will be in Miami, Florida, December 10 - 12. In the future, the events are expected to be in the same location whenever possible.

Commenting on the renewed partnership, AIRC President Derrick Alex said, “AIRC’s leadership is excited about this renewed partnership with our Founding Strategic Partner. Together, AIRC and ICEF will have an enormous positive influence on international enrollment management and the study abroad experiences of thousands of international students.”

ICEF CEO Markus Badde commented, “ICEF and AIRC share a determination to improve professional standards in international student recruitment; we firmly believe that self-regulation is preferable to misaligned or ill-informed government initiatives, and as such, we have doubled down on investments in training and accreditation for the overall benefit of our sector.”

In celebration of the renewed partnership, AIRC and ICEF will be hosting a reception in conjunction with NAFSA ‘s 75th Annual Conference in Washington, D.C., on the evening of Thursday, June 1, 2023.

Contacts:

Brian Whalen, Executive Director, AIRC, brian.whalen@airc-education.org

Tony Lee, Chief Visionary Officer, ICEF, tlee@icef.com

AIRC Letter to Secretary Cardona Re DOE Dear Colleague Letter

March 23, 2023
 
 
Dear AIRC Member,
 
I am writing to provide an update on actions that AIRC has taken in response to the Department of Education’s February 15 Dear Colleague Letter, “Requirements and Responsibilities for Third-Party Servicers (TPS) and Institutions” (DCL ID: GEN-23-03).
 
AIRC President Derrick Alex and I have sent a letter to Secretary Cardona to express our concerns about the Department’s Letter, and to advocate for the critical importance of institution – educational agency partnerships. You may read our letter here.
 
We are also sharing information and coordinating with our sister international education associations, including NAFSA and The Alliance for International Exchange. You may find helpful the additional resources available through NAFSA, including suggestions on how you can take action.
 
We expect that the Department of Education will be issuing additional information in the coming weeks in response to the comments that have been submitted. We will keep you updated as new information becomes available.
 
Thank you for your membership in AIRC and please feel free to contact me directly with any questions.
 
Sincerely,
 
Brian Whalen, Ph.D.
Executive Director

Will the Pipeline Run Dry? Insights into India’s Study Abroad Success

International recruitment in India shows no signs of slowing down:

• More than two million Indian students aspire to study abroad by 2025.

• Yet, there is a gross imbalance between the lack of English testing centers and the number of students seeking to study abroad. 

• Digital English testing is a crucial enabler for test takers, particularly those living outside of urban areas.

Indian Students are Surging Abroad

The rise in the Indian middle-income class has fueled the popularity of studying abroad. According to the Leap-Ipsos Study Abroad Outlook Report 2022, the Indian overseas education market is projected to hit $100 billion by 2025. Indian students are seeking world-class education, to position themselves well for global career prospects with more lucrative compensation and benefit packages. Of students surveyed in the report, 83% believed that obtaining a foreign degree will improve their career success. With more than 2 million Indian students intending to pursue higher education internationally, the country is poised to overtake China as the leading sender of students studying abroad.

Source: Leap-Ipsos Report

Applicants are selecting schools based on educational reputation, cost of attendance, program offerings, and career prospects. However, as with many international populations, Indian students face challenges with expenses (particularly for universities in cities with a high cost of living), visa requirements, and complicated immigration processes. Consequently, the availability of financial aid or scholarships largely determine where students ultimately choose to study abroad.

Source: Leap-Ipsos Study Abroad Outlook Report 2022

Lack of Access to English Testing Centers 

Per the Leap-Ipsos report, over 50% of Indian applicants still list English-speaking countries as their first choice for study abroad. In most English-speaking countries, an English proficiency test is mandatory for international students to be admitted to university programs.

The lack of access to traditional testing centers is a considerable challenge for students worldwide. Most English testing centers are concentrated in major metropolitan areas while 44% of the world’s population is located in rural areas.

But it isn’t only geography that limits access; since testing centers lack resilience in the face of conflict, natural disasters, and public health crises, they cannot effectively service the demand for appointments. This was certainly the case last year, when testing centers in Russia were shut down due to the invasion of Ukraine and was an ongoing problem during the pandemic lockdowns of 2020-2021.

In 2022, the Duolingo English Test (DET), a digital-first English proficiency test taken online, on-demand, conducted a research study to evaluate the availability of UK government-approved testing centers worldwide. These testing centers, officially named Secure English Language Test Centers (SELT centers), are currently the only way for students to fulfill the British government’s requirement to study, work, or live in the UK. According to the report, there are only 73 SELT centers in India, all of which are located in urban areas—yet the World Bank estimates that 65% of India’s population is rural. This breaks down to roughly one testing center per 6.6 million people living in a city, with an additional 900 million people who would have to travel often significant distances to an urban area to access a testing center.

Shockingly, given the dearth of testing centers in other critical international markets, some English test centers are forced to serve in excess of 20 million people. This is neither equitable nor sustainable for the centers nor the students they serve.

Source: Unlocking the Global Talent Pool

While traditional test providers tend to charge variable rates in each market, in 2021 students could expect to pay upwards of $200 for an in-person test. In many markets, this makes English proficiency testing cost prohibitive. For example, on average a student in India must pay over one months’ median family income just to take a standardized English test at a testing center. This is a significant financial sacrifice that many students and their families have been forced to make to fulfill their dream of studying abroad. Since the DET came onto the scene in 2016, a more affordable option–30% of the price of others on the market now exists to lower barriers to accessing international education.

Source: Unlocking the Global Talent Pool

Digital Language Testing as a Bridge, Not a Barrier

Technology now allows for robust, valid, and secure assessments of language proficiency to be administered digitally—COVID-19 lockdowns have only highlighted the value of technology in providing new and effective solutions in education. Digitization maximizes the accessibility of these high-stakes tests so that universities and governments can reach more international talent.

India is now the top market for the Duolingo English Test, with test takers growing 80% year-over-year in 2022. In 2022, prospective students took the DET from over 1,200 cities (and small towns) across India. Since the test can be taken anywhere there's a reliable internet connection, it is able to serve individuals in far more locations than traditional testing centers could — in turn, empowering more students to embark on their study abroad journey.

Duolingo’s largest test taker cities mirror the study abroad market in India, where the states of Andhra Pradesh, Telangana, Punjab, Maharashtra and Gujarat are leaders. In particular, Hyderabad and nearby areas show strong DET adoption correlating with the highest demand for studying in the US. Despite greater access to test centers in bigger cities, the DET also saw between 50-100% YoY growth in urban centers Mumbai, Bangalore, Delhi, and Chennai, where student study abroad selections are more diversified. This suggests that even when test center appointments are available, students may still prefer more accessible digital testing.

Source: Duolingo data 10-31-2021 to 9-30-2022

DET is a Crucial Enabler for Test Takers Living Outside Urban Areas

In addition to serving test takers in key metro areas, the DET is a crucial enabler for test takers outside of urban areas. These populations have a pressing need for a radically more accessible and affordable testing option. Duolingo is proud to offer an English proficiency test for a fraction of the cost of others, paving the way for a 100% YoY growth in non-metro areas such as Kochi, Nellore, Bharuch, Malappuram and Eluru–to name a few. Students from these smaller cities and towns would likely have a harder time reaching traditional test centers.

Source: Duolingo data 10-31-2021 to 9-30-2022

All eyes are on India and its remarkable growth in the international education space. With 57% of the Indian middle class hoping to study abroad in the next two years, there is no immediate sign of this study abroad trajectory slowing anytime soon. Digital English testing has a unique role to play in supporting India's study abroad growth; by enabling access to testing for those it would not be possible, it can be a bridge for students to achieve their international education goals.

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The Duolingo English Test was founded in 2016 and is accepted by more than 4K universities and programs around the world. With a mission to use assessment technology to lower barriers and increase opportunities for English language learners everywhere, the DET is uniquely positioned to serve students into the future because of its radical accessibility and affordability. The organization is excited to partner with institutions and agents to support test takers in India and beyond.

Mental health support for students – Connection and community are key

Mental health is an important topic in the field of international education, as incidences of wellbeing issues on university campuses are on the rise. As champions for student welfare, IDP regularly asks international students to share their experiences of studying abroad.

In this article, we will share more about what our students told us about their mental health concerns so that, together, the higher education industry can improve the support we provide to help our students thrive. 

Late last year, IDP Connect released Emerging Futures II, research which explored the motivations, concerns and behaviors of prospective and current international students. 

One of the major themes that surfaced was the importance of mental health services. Nearly three-quarters of international students (74%) told us mental health services were important.  

Concerningly, around the same percentage of current students (72%) said that poor mental health had impacted their studies in some form.  

Contrast this with the small number of students who had actually accessed mental health service support. Only 26% of students surveyed had accessed mental health services during their studies. Pleasingly, the majority of students who did connect with support reported it to be effective.  

Connection and community

The study reiterated the importance of connection and community. The research showed that students who did not attend an orientation program were more likely to experience poor mental health (32% compared to 23% who did attend orientation).  

A similar theme came through with living arrangements. People living on campus or with family reported fewer incidences of poor mental health, compared to those living off campus. 

Juggling work, life, and study

Undertaking paid work was another area with interesting results. The highest percentage of the cohort experiencing poor mental health were those working fewer than 10 hours or more than 40 hours every two weeks (37% and 31%, respectively).  

So, what can we learn from our research, and what are we doing about it?

For IDP, our first priority after reviewing our findings was to enhance our pre-departure briefings before a student leaves their home country. We introduced programs that had renewed focus on ensuring students were aware of the mental health challenges they may face, and, most critically, where they could access support.  

We also knew if we had this research, it needed to be shared so it could be used to create positive change.  

We also took this research to the industry. In October, we presented our findings to over 2000 leaders of the international education sector at various conferences, webinars, and events across the US, Canada, Australia, and the UK. We also made the Emerging Futures insights available via data dashboards to our institution clients, so they could analyze the data by the segments important to them.  

Most importantly, we are increasing our support to help students form part of a community throughout their journey. Before students have even left their home countries, our pre-departure briefings ensure they are supported. This year in Australia we have launched Thrive, a program that aims to connect students with essential services, well-being support and career advice and peer-to-peer community programs as soon as they arrive onshore. Similar student support initiatives are planned and continue to develop based on student needs evident from our research.  

An opportunity to unite and learn

In my experience, people who work in international education genuinely care about our students, with incredible student support work happening across the breadth of our sector. 

As such, it was no surprise to learn that students who were aware of the support available from their institution were incredibly positive. When asked to evaluate the effectiveness of support services, 78% of students said the support for their mental health issues had been highly effective. 

Our challenge is to come together to shine a spotlight on available support and show students they are not alone.  

To pursue an international education takes courage at every step, and as we’ve learned, students face unknown challenges on arrival in their study destination. Finding a new community and understanding what support is available is a necessity, not an option, if they are to thrive. 

At IDP Connect, we promise to be a champion and a voice for our students across the world. We will continue to seek out ways to enhance our support at all stages of their education journey, to share their concerns, and to truly listen to what they are telling us. More in-depth information about the mental health findings from Emerging Futures II, as well as suggestions for prioritizing student well-being in strategy, can be found in our report.

We know our sector colleagues share this commitment and we recognize the critical role you play in supporting students. IDP Connect has a commitment to understanding the mental health concerns from our students on an annual cycle, and upcoming Emerging Futures research will continue to explore this important topic.  

Download the full Report 'Supporting the mental health of international students'

Written by Simon Emmett, CEO of IDP Connect. Simon leads the strategic direction and operational delivery of IDP Connect, including strategic partnerships and developing people and culture in a diverse and inclusive environment. He joined the company in 2000 in a junior sales role, before moving onto sales management and then onto business unit leadership with strategic and operational responsibilities. He became CEO in September 2015.