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English (Second Language); Foreign Countries; Employment Opportunities; Work Experience; Labor Force; Foreign Students; Second Language Learning; Social Integration; Semi Structured Interviews; Social Discrimination; Cultural Pluralism; Student Attitudes; Cultural Awareness; Behavior Standards; Networks; Student Recruitment; Immigration

Abstract:
This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Student Participation; Foreign Countries; Mathematics Education; Mathematics Achievement; Educational Attainment; Hierarchical Linear Modeling; Student Recruitment; Academic Persistence; Secondary School Students; Secondary Schools; Ethnicity; School Effectiveness

Abstract:
Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article, multilevel models are developed with the use of datasets from the UK Department for Education's National Pupil Database (NPD) in order to explore (1) school effects upon student progress in mathematics from age 11-16 in England and (2) student participation in advanced-level mathematics over the following 2 years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between-school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher "contextual value added" from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses. (Contains 5 tables, 3 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Admission; College Applicants; Graduates; Essays; Scores; College Entrance Examinations; Admission Criteria; Educational Trends; Trend Analysis; High Achievement; Competition; Student Recruitment; Foreign Students

Abstract:
Boston College saw a 26-percent decrease in applications this year, a drop officials largely attribute to a new essay requirement. Last year the private Jesuit institution received a record 34,051 applications for 2,250 spots in its freshman class. This year approximately 25,000 students applied, and all of them had to do one thing their predecessors did not: write a supplemental essay, of up to 400 words, in response to one of four prompts. Although some enrollment officials have nightmares about big one-year declines, John L. Mahoney, director of undergraduate admissions at Boston College, described the numbers as good news. After all, the quality of this year's applicants--as measured by their ACT and SAT scores--did not go down, compared with last year. In an era when many colleges are asking applicants to do less, some institutions have asked them to do more, purposely thinning the ranks of prospective students. If nothing else, Boston College's move reveals the slipperiness of application tallies, widely viewed as a meaningful metric. If the addition of one short essay can drain a quarter of a college's pool in one year, how much did those numbers say in the first place? For the last decade, selective colleges have operated according to their own laws of nature: Each year, applications rise, acceptance rates fall, and the trends seem as inevitable as gravity. In the competition for high-achieving students, bigger applicant pools have long been understood as better. And "more, more, more" is often the mantra of recruitment. The boom has brought plenty of challenges, too. A deluge of applications has made the admissions process less predictable, for applicants and colleges alike. More students applying to more colleges means more questions about who's a serious applicant and who's not. Some of the forces that have long driven application increases were beyond any college's control. The long-term surge in high-school graduates. The rise in foreign applicants. The growth of Web-based communications. Yet colleges do control the content of their applications, and how quickly a student can apply. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Credits; Summer Programs; Foreign Countries; Industry; Cultural Influences; Universities; Summer Schools; Foreign Students; Asians; College Faculty; Social Networks; Student Recruitment; Educational Trends; Trend Analysis; College Students

Abstract:
American-style summer programs in China, catering to Chinese-born students, have taken American universities by surprise. They are yet one more player in the complex and often opaque Chinese education industry, an industry in which American colleges are finding themselves increasingly entwined. These programs have become a booming enterprise, hiring professors from high-profile institutions, Harvard and Berkeley among them, to teach for a few weeks in the summer. They recruit Chinese students through friends and social media to check off a few college credits while visiting home, and they have persuaded American universities to accept their credits. At Indiana University at Bloomington alone, more than 175 students enrolled in 10 different programs this past summer. The private programs have allowed Chinese students to transfer credit back to the American colleges where they're enrolled, but American officials are taking a closer look. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Higher Education; Program Effectiveness; Organizational Change; Student Needs; Grants; Human Resources; Hispanic American Students; Success; Student Recruitment; School Holding Power; College Transfer Students; Two Year Colleges; Academic Support Services; Student Personnel Services; Sustainability

Abstract:
How does the country accelerate Latino student success in higher education? The U.S. has to find programs and strategies that improve the success of Latino students, and then replicate or scale up those programs and strategies to serve more students. Those are the basic principles behind "Excelencia" in Education's Growing What Works (GWW) initiative. The Growing What Works initiative is "Excelencia" in Education's concerted effort to expand the reach of programs increasing Latino student success, as identified through the Examples of "Excelencia," and demonstrating how these programs can be replicated through small SEMILLAS (Seeding Educational Models that Impact and Leverage Latino Academic Success) grants. The results described in this brief were made possible through a working partnership with foundations and institutions of higher education who committed to achieve and propagate demonstrable results in accelerating Latino student success in higher education. This brief includes lessons learned from implementing the Growing What Works initiative and SEMILLAS grants. Critical in this time of great change for higher education and for Latino students is the following lesson. Targeted, well managed financial and human resources focused on Latino student success, not only produce effective results for students, the participating institutions and supporting foundations, but demonstrate the strength and viability of the these strategies to accelerate larger social impact and serve as catalysts for institutional change to increase Latino student success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Enrollment; Student Financial Aid; Organizational Objectives; Goal Orientation; Competition; Enrollment Management; Advantaged; Team Sports; Income; Public Policy; Student Recruitment; College Admission; State Aid

Abstract:
How colleges determine who is recruited, who merits admission, who receives student aid and of what variety, which classes are offered and when, and what kind of assistance is provided to students all comprise a complex system and an emerging field known as enrollment management. Outside of the world of higher education administration, however, the term enrollment management has little meaning. But as the United States looks to increase the percentage its population entering and graduating from college, this larger process must be more fully understood. That colleges manage their enrollments only makes sense. After all, enrollments make up the bulk of institutional revenue at universities and colleges and students bring the energy, diversity, and talent that comprise the potential for learning and academic success. So it is to be expected that colleges and universities will manage enrollments to meet their particular missions, needs, and interests. What can be said, however, about the way college enrollments are managed on behalf of the public and national interest? This paper addresses this question by examining institutional enrollment goals and the enrollment decisions and strategies that are used in service to them. Further, the paper addresses how institutional goals may be directed in greater measure toward the public interest. In doing so, a framework is provided for better public information and more informed public policy with respect to college enrollment in the United States. Specifically, this paper begins with a focus on the imbalance in higher education results in relation to the educational-attainment needs of the country. Next it identifies fundamental conditions to which institutions respond when establishing enrollment goals and highlights the strategies that enrollment managers employ in balancing the competing demands of equality of opportunity with institutional ambitions and revenue requirements. The paper establishes that enrollment strategies favor economically advantaged students and identifies public disinvestment, poor economic conditions, and the highly competitive positional marketplace of higher education as factors that drive enrollment strategies and lead to lopsided educational results for the nation. It then takes a novel turn by adapting the unlikely example of the National Football League as a promising model to moderate harmful competition, regain public trust, and focus on educational results as measures of quality, as opposed to the present rankings-centered emphasis on characteristics of the incoming student body. It's common knowledge that the NFL establishes rules that temper competitive practices that could harm the game of football and its member franchises. The intent of these rules is to focus competition on the field of play, contain costs, and permit small-market teams to compete with those teams with greater resources. Drawing on this example, this paper develops the concept of a "league" of member institutions to establish mechanisms of public information, public policy, and institutional goal setting in order to focus attention on educational results and broaden the service of higher education to the nation. It also calls on education policymakers and others to provide favorable conditions to allow such cooperation to occur. Specifically, this paper suggests that American higher education would be more inclusive and results driven if colleges and universities formed a league to establish rules of competition and progress in the public interest. The goals of this "Higher Education League" would be broader participation, increased rates of success, and reduced costs. This paper concludes by suggesting that higher education leaders, public policymakers, philanthropic foundations, corporate entities, and others engage in and support the exploration, formation, and start up of the league. (Contains 35 endnotes.) [This paper was written with the assistance of Sandy Baum, Robert Frank, Don Heller, Don Hossler, David Kalsbeek, and William Tierney.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (278K)

Descriptors:
School Holding Power; College Administration; Student Recruitment; Undergraduate Students; Expectation; Satisfaction; Student Experience; Institutional Mission

Abstract:
At every college and university, students enroll with expectations and aspirations about the kind of experience and the kind of outcomes that the institution delivers. When those expectations are met and exceeded, students are satisfied and likely to remain committed to their college choice. When their experience falls short of their expectations, their commitment to the institution erodes and attrition can be the outcome of those unmet expectations. Students' expectations for their college experience are shaped in many ways, including by what the marketing industry would call the institution's brand identity and brand promise--its distinctive value proposition as perceived by the students. The importance and influence of brand in consumer behavior is undeniable, and the role of institutional brand in students' initial and continuous enrollment choices is no different. Market research shows the impact that institutional brand has on students' initial college choice. Once enrolled, their initial enrollment choice is continuously solidified and enhanced by their positive experience of and satisfaction with the institution's brand promise. Today, more than ever, it is essential for institutions to define and differentiate themselves in the marketplace, and they do so by demonstrably delivering on their distinctive promise. A positive and brand-congruent experience not only benefits the student, it reinforces that institution's brand identity; conversely, a student experience that is incongruent with the brand promise not only leads to student dissatisfaction, it also erodes that brand. The process of brand development can help provide a retention effort with a strategic market orientation focused on overarching institutional outcomes rather than on narrowly individualized student outcomes, an orientation that can help the retention effort gain traction and connection with broader purposes. Within a 4 Ps framework, a research-based focus on the institutional brand promise can bring together retention and institutional marketing, and strategically linking the two completes and integrates the entire enrollment life cycle. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Holding Power; College Administration; Undergraduate Students; Student Experience; Expectation; Student Recruitment; College Environment; College Curriculum; Learner Engagement; Community Colleges; Church Related Colleges; Small Colleges; Private Colleges; School Effectiveness

Abstract:
In this article, the author illustrates how three campuses have, in their own way, attempted to bring coherence to the student experience and enrich that experience by more closely matching what was promised to what each student actually experiences while enrolled. Fulfilling students' expectations that were purposefully articulated in the mission and thoughtfully created through the brand is the objective. In the end, these examples do not stand as roadmaps to institutional transformation. A small book would be needed to adequately describe how these colleges and universities revised their academic programs and shaped their campus cultures to align with a higher degree of fidelity what they say they are about with what students do and experience. It is obvious that institutions are too complex to infer that what works in one setting need only be transported and adapted for a different context. Even so, reflecting on how these three schools have attempted to deliver what they promise will hopefully provoke fresh thinking that may then evolve into an idea or two for how to bring what is supposed to happen to students closer to what they actually experience. In addition, the institutional examples in this article highlight high-impact practices--activities that benefit students and encourage learning in unusually powerful ways--which are a means for implementing critical aspects of the institutional promise. All types of institutions can find ways to intentionally design and offer high-impact experiences to students that are coherent with their mission and brand promise. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Holding Power; Graduation Rate; Models; College Administration; Undergraduate Students; Profiles; Academic Achievement; Methods; Outcomes of Education; Student Recruitment

Abstract:
A 4 Ps framework for student retention strategy is a construct for reframing the retention discussion in a way that enables institutional improvement by challenging some conventional wisdom and prevailing perspectives that have characterized retention strategy for years. It opens new possibilities for action and improvement by suggesting that institutions embrace the following concepts: (1) Graduation rates are institutional attributes as much as they are institutional accomplishments and are largely a function of institutional and student "profile"; (2) Insofar as degree completion is the outcome of successfully meeting the academic requirements of a curriculum, academic "progress" is at the core of retention strategy; (3) Just as a rising tide lifts all boats, improving broad "processes" that affect the greatest number of students is the optimal institutional focus; and (4) Focusing on those student outcomes that are integrally a part of the institution's core purposes and brand "promise" brings reciprocal benefits to the institution as much as to the students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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