Student & International Affairs

Transcription

1 MOVING TOWARD CAMPUS INTERNATIONALIZATION Student & International Affairs

2 A Strategic Commitment to Internationalization At the heart of international engagement is a long term commitment to the movement of people and ideas. It occurs most visibly when students from abroad come to study here or students from here study abroad. It occurs when education and research programs are developed in partnership with institutions in other countries, to create outcomes that are broader than those derived from individual collaborations between scholars in different parts of the world. And it occurs when institutions within Canada align themselves in ways that strengthen their global reach. A commitment to international engagement means a commitment to provide international students with the very best experience that the University of Windsor has to offer, and to provide all students with the broadest global perspective possible. It means a commitment to apply our creativity to global challenges, large and small. Thinking Forward Taking Action (2010)

3 Well Positioned Sitting at the edge of our country, in the heart of North America and within view of our American neighbours A student population comprised of 15% international students from 96 countries A faculty complement richly representing many countries and cultures Our region where 20% were born outside of Canada

4 A Significant Business Case International Tuition Revenue ($0,000 s) as of April 30, ,156,748 24,239,803 25,992,237 6,740,424 7,303,879 8,252,670 29,149,805 10,002,557 34,719,156 14,051,419 17,416,324 16,935,924 17,739,567 19,147,248 20,667, Undergraduate Graduate Total In 2012/13, the University received $34.7 million (29.5% of all tuition) in international student tuition from undergraduate and graduate students and an additional $1.1 million in grant revenues from non-canadian sources

5 Dimensions of Internationalization Academic Initiatives Student Recruitment Faculty/Staff/Student Exchange International Research Supportive Services Engage, Interact, Enrich and Deliver Engage, Interact, Enrich and Deliver

6 Academic Initiatives International Agreements by Region Middle East 5% Europe 29% Oceania 7% Africa 4% Americas 11% Asia 44% Many of the Faculties have taken steps to develop academic initiatives with internationalization elements Currently, the University has 127 interinstitutional international agreements The region with the greatest number of agreements is Asia (25 with Chinabased institutions) In 2012/13, the University entered into 15 new international agreements in China, India and South Africa

7 i-grad Results: Learning Indicators In 2012, 193 institutions in 15 countries participated in the ISB, including 10 Ontario universities All but five (careers advice, employability, opportunities to teach, research, and work experience) of our learning indicators received favourable reviews by 8 out of 10 students

8 Future Academic Plans Providing assistance to the Faculties to support the development of international programs and activities Exploring joint or double degree programs in selected areas Exploring the development of undergraduate degrees requiring international study Developing a strategy for additional language acquisition as an important aspect of developing global competency Exploring development of joint degrees with exchange partners that include an exchange year component Exploring the possibility of developing a global competency certificate that incorporates international content coursework, foreign language coursework, international activities and international experiences (e.g., student exchange, co-op) Working to establish a co-op option in course-based masters programs

9 Student Recruitment Fall 2013 International Students by Region Southeast Asia 1% Europe 4% South Asia 21% Middle East 8% Unknown 1% USA 2% Africa 13% China, Hong Kong, Macau & Taiwan 44% Americas (other than USA) 3% Asia Other 3% The University of Windsor enrolled 2,834 full and part-time international students in the fall 2013 semester Most (2,404) were enrolled in degree studies at the undergraduate and graduate levels Some (430) were enrolled in the English Language Improvement Program, which is administered by the Centre for English Language Development Our largest groupings of students regionally are China, Hong Kong, Macau and Taiwan (44%), South Asia (21%) and Africa (13%)

10 New Student Recruitment Model We now have in place a world-wide network of 137 small, medium and large education agencies, with representation in 68 countries, who work to recruit international students abroad This year, we returned to campus the registrarial services that were being performed during the past several years by Higher-Edge, Inc. The ISC is currently looking to support our international student recruitment with infield regional recruiters

11 Enrolment Highlights - Overall There has been a considerable increase (63% or 824 students) in overall international student enrolment over the past 5 years. We have experienced increases in both international graduate student enrolment (176% or 729 students) and undergraduate student enrolment (11% or 95 students), with the larger increase taking place at the graduate level. There have been significant enrolment increases in the English Language Improvement Program (137% or 452 students) and the English for Academic Preparation Program (42% or 22 students)

12 Enrolment Highlights Student Retention Retention rates for 1 st year undergraduate international students is 80% Our retention rate has increased by 5.3% over the past five years

13 Student Exchange The University of Windsor has a mature and successful student exchange program consisting of 54 student exchange agreements with universities from around the world

14 Exchange Student Enrolments Outgoing Incoming Total / / / / /14

15 Future Student Exchange Plans Explore ways for faculty members to encourage student exchange Add new exchange partners in key/strategic areas Discontinue exchange agreements where there is little hope of reciprocal traffic unless it is a strategic partner Develop a way to monitor asymmetric agreements (e.g., Johan Cruyff Institute in the Netherlands; we take in exchange students and send HK Masters students for internships) Integrate a semester or year of exchange into more degree programs Develop a mobility bursary to support students who are on a student exchange, which could be used to target less popular or more challenging destinations (i.e., second language) Explore ways to include mobility/study abroad activities (e.g., short-term, volunteer placements, etc.) on the co-curricular transcript Develop more international mobility options to provide support for students entering volunteer placements in developing countries Continue to support existing co-op opportunities abroad and co-op exchange agreements and, where appropriate, include co-op in future study exchange agreements

16 International Co-Op Enrolments China Germany India Indonesia Oman Saudi Arabia Singapore Slovakia Switzerland Syria UAE USA Bangladesh

17 CTL Visiting Fellows The Centre for Teaching and Learning sponsors the Visiting Fellows in Educational Development Program, which has in recent years hosted 29 fellows from Australia, Belgium, Canada, China, Jamaica, Nigeria, South Africa, the United Kingdom and the United States The current teaching fellow is Gordon Joughin from the University of Queensland

18 International Research $35,000,000 $30,000,000 $25,000,000 $20,000,000 $15,000,000 $10,000,000 $5,000,000 $0 $25,009,123 $21,239,829 $19,895,043 $17,497,352 $18,417,698 $1,138,499 $1,982,217 $1,519,740 $1,243,331 $2,497,851 $4,065,100 $4,137,040 $5,159,202 $3,761,884 $3,924, / / / / /09 Canadian International Other Total University research revenues have increased from $23,616,609 in 2011/12 to $25,098,642 in 2012/13 When funding source is examined, last year the University received $19,895,043 from Canadian government sources, $1,138,499 from international or international project sources (e.g., AUCC, CIDA, DFAIT) and $4,065,100 from other sources Funding from international or international project sources has varied over the last five years. Foreign contracts during this period have increased to a high of $1,063,698 in 2012/13

19 International Research: Future Plans Enhance support for international development and research projects Compile a list of active international research projects Review current MOU s which incorporate international research intentions and determine where follow-up is needed Explore ways to mentor faculty members on the design and management of projects in international and development research

20 Supportive Services Even the most effective recruiting strategy will only yield limited gains if international students do not experience a high-quality, welcoming and engaging student experience at our university Educational success should be our primary internationalization goal as it relates to student mobility We focus on successfully transitioning international students by addressing three key issues: language difficulties, culture related learning differences and academic support

21 i-grad Results: Student Support Indicators In 2012, 193 institutions in 15 countries participated in the ISB, including 10 Ontario universities All but one (First Night) of our support services received favourable reviews by 8 out of 10 students with most rated favourably by 9 out of 10 students

22 Supportive Services: Future Plans Explore the expansion of career development support for international students, including the possible introduction of a customized career development program that incorporates tiered activities ranging from employability skills training, volunteer internships and job shadowing Liaise with Windsor-Essex ethnic communities, including the Chinese, Indian, Japanese, Korean, Polish and Pakistani communities to explore ways that we can collaborate with the ethnic communities to find ways for students to become more connected while studying at Windsor Enhance campus eating places to make them more attentive to international students, especially with regard to dietary restrictions which students may have for religious or cultural reasons Provide residence opportunities that meet the needs of specific international communities and married students, and support students throughout the break and summer periods Enhance academic acculturation initiatives, including those associated with academic integrity Provide support throughout the student experience for verbal and written English communications Increase awareness efforts to ensure that international students learn about their rights and responsibilities in Canada, especially for students from different countries who may have unique circumstances and different requirements Provide transition support to spouses, children and family members Provide intercultural competency training to all support staff, faculty and students

23 Next Working with the Advisory Committee on Internationalization, finalize our UWindsor Internationalization Plan

24 Recommendations for APC The length of time it takes to establish new international agreements continues to be problematic. Competitor universities, especially those abroad, have an ability to develop and implement transfer agreements, collaborative academic initiatives, and related internationalization agreements in a much quicker timetable than is the case at Windsor. Senate should review approval procedures and consider streamlining them where appropriate. English proficiency exam (i.e., TOEFL, IELTS) scores change frequently. The Registrar should be empowered to implement new exam scores consistent with the standards approved previously by Senate. In this way, we will ensure that English proficiency exam scores stay current. In order to be competitive in countries that do not have a Grade 12 level in their secondary educational system, it is important that we recognize foundation programs that provide this educational experience. As it is impractical to recognize foundation programs one at a time, Senate should consider developing a procedure by which foundation programs can be approved in a more time-sensitive manner.

25 It takes a whole village to raise a child. -Igbo and Yoruba (Nigeria) proverb Student & International Affairs

26 Full-time International Undergraduate and Graduate Students: Fall Undergraduate Graduate

27 Full-time International Undergraduate Students by Faculty: Fall FAHSS Business Engineering Science Other

28 Full-time International Graduate Students by Faculty: Fall FAHSS Business Engineering Science Other

29 Origin of Undergraduate Full-time International Students: Fall Africa Americas (other then USA) 400 Asia Other China, Hong Kong, Taiwan & Macau 300 Europe Middle East 200 Oceania 100 South Asia Southeast Asia 0 USA

30 Origin of New Undergraduate International Students (beyond Semester 1): 2008/09 to 2013/ % 90% 80% 70% 60% 50% 40% 30% 20% Africa Asia Other Caribbean, Central & South America China Europe Middle East Oceania South Asia Southeast Asia 10% 0% 2008/ / / / / /14

31 Origin of New Undergraduate International Students: Fall Africa Americas (other than US) Asia Other China, Hong Kong & Taiwan Europe Middle East Oceania South Asia Southeast Asia US

32 Origin of New Undergraduate Full-time Students: Fall 2013 Africa 16% Southeast Asia 0% US 3% South Asia 13% Oceania 0% Americas (other than US) 8% China, Hong Kong & Taiwan 25% Middle East 14% Europe 21%

33 Origin of Graduate International Students: Fall Africa Americas (other then USA) 400 Asia Other China, Hong Kong, Taiwan & Macau 300 Europe Middle East 200 Oceania 100 South Asia Southeast Asia 0 USA

34 Origin of New Graduate Full-time Students: Fall 2013 Americas (other than US) 1% Africa 5% US 1% Southeast Asia 0% South Asia 36% China, Hong Kong & Taiwan 49% Europe 6% Oceania 0% Middle East 2%

35 Undergraduate Domestic and International Enrolment by Percentage: Fall % 8% 8% 8% 9% 91% 92% 92% 92% 91% UG Domestic Percent UG International Percent

36 Graduate Domestic and International Enrolment by Percentage: Fall % 27% 31% 39% 48% 75% 73% 69% 61% 52% Grad Domestic Percent Grad International Percent

37 English Language Improvement Program Enrolment, Fall Winter Intersession Annual Total

38 English Language for Academic Preparation Program,

39 Retention Rates for Full-time 1 st Year Undergraduate International Students Entering Fall % 85.0% 80.0% 75.0% 70.0% 65.0% SSOs (eligible Cdn) 105s (eligible Cdn) Visa (from Ontario HS or Other)

40 New Year One Students Entering in Fall 2004 Graduating in the Period International 57.00% Canadian 74.70% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%