Moving Toward Campus Internationalization

Transcription

1 Moving Toward Campus Internationalization Students, staff and faculty marching in the 2013 Celebration of Nations Parade of Nations Student & International Affairs University of Windsor 3/19/2014

2 Table of Contents A Strategic Commitment to Internationalization 2 Academic Initiatives Student Recruitment Faculty/Student/Staff Exchange..12 International Research 15 Supportive Services 17 Conclusion..20 References.. 21 Appendices: A. Members of Advisory Committee on Internationalization..22 B. International Student Enrolment Data..23 Figures: 1. International Tuition Revenue ($0,000's) as of April 30, University of Windsor Internationalization Dimensions Fall 2013 International Agreements by Region Fall 2013 International Students by Region.9 5. Exchange Student Enrolments: 2007/08 to 2012/ International Co-op Placements by Country: 2009/10 to 2013/ Research Funding by Source: 2008/09 to 2012/ Tables: 8. International Research as a Proportion of Total Research Funding: 2008/09 to 2012/ International Student Barometer Learning Results International Student Barometer Student Support Results..18 Student & International Affairs Page 1

3 A Strategic Commitment to Internationalization The University of Windsor has a strategic commitment to internationalization. The University s strategic plan, Thinking Forward Taking Action (2010), calls on the University to Promote international engagement through student recruitment, student and faculty and staff exchanges, and partnerships that complement our teaching and research strengths ( p. 20). Thinking Forward Taking Action defines internationalization in this way: 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. Successful internationalization strategies include student mobility (incoming/outgoing) and support, curriculum development, international research and developmental research, collaboration and partnerships leading to academic articulations, services to and support for on-campus international students, faculty recognition, support and mobility in international initiatives, and enhancement of institutional reputation (APC Subcommittee on A Strategic Plan for Internationalization, 2009). While international engagement started at the University focused on North-South international development and student exchange, it has grown to encompass everyone on campus. Our students be they Canadian or international students need a solid grounding on cross-cultural issues and the global challenges that will guide and challenge their careers. Similarly, to remain on the cutting edge of good educational practice and research, our faculty and staff need to learn from and contribute to global scholarship. The University of Windsor is well-positioned to meet its commitment to internationalization. Sitting at the edge of our country, in the heart of North America and within view of our American neighbours, the University of Windsor has a distinct vantage point in which to engage in global transitions that affect people s lives. This is heightened by our student population, which is comprised of 15% international students from 96 countries, a faculty complement richly representing many countries and cultures, and our region where 20% of area residents were born outside of Canada (Statistics Canada, 2006). There is a significant business case for maintaining and increasing internationalization at the University of Windsor. In 2012/13, according to the Department of Finance, the University received $34.7 million Student & International Affairs Page 2

4 (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. Clearly, international activities have become critical to the overall financial position of the University. In addition, given demographic trends in Southwestern Ontario and their likely impact on domestic student recruitment along with the varied opportunities for growing international student enrolment, it is important that we maintain and grow our international student recruitment operations. Figure 1. International Tuition Revenue ($0,000 s) as of April 30, ,719,156 24,156,748 24,239,803 25,992,237 29,149,805 6,740,424 7,303,879 8,252,670 10,002,557 14,051,419 17,416,324 16,935,924 17,739,567 19,147,248 20,667, Undergraduate Graduate Total Source: Department of Finance Internationalization at the University of Windsor fits as an integral part of the University s strategic plan by interacting with the main stakeholders of the other four priorities. Guided by the University s strategic plan, the University s internationalization effort aims to enhance international recruiting and retention with the support of faculty and staff, to engage in international research by aligning our strengths with our partners, to bring diversity to our student experience, and to broaden the scope of collaborations with our community partners. In order to ensure that the University s commitment to internationalization is a campus-wide undertaking, an Advisory Committee on Internationalization was created in January 2012 with representation from each of the Faculties, the Vice-President, Research, the Centre for Executive and Professional Education, the Centre for Teaching and Learning, and the three student governments. The Advisory Committee on Internationalization is charged with providing campus input on the five critical priorities identified in Thinking Forward Taking Action and recommending new initiatives for achieving our internationalization goals. Members of the Advisory Committee on Internationalization are listed in Appendix A. Student & International Affairs Page 3

5 This report will elaborate on the University s progress in moving toward campus internationalization across the five dimensions of internationalization. Figure 2. University of Windsor Internationalization Dimensions. Academic Initiatives Student Recruitment Faculty/Staff/Student Exchange International Research Supportive Services Engage, Interact, Enrich and Deliver Academic Initiatives The strategic plan calls for the engagement of every academic program in international initiatives as they are appropriate to the discipline. This is a significant goal and will take many years to realize. Dr. Diana Kao, Associate Vice-Provost International supports the Faculties and academic departments in developing international academic initiatives. Currently, the University offers 16 academic programs with an international focus and six programs outside of Canada, most of which are offered in Michigan including: MA Political Science/MPP Public Dr. Diana Kao, Associate Vice-Provost International, attends Yunnan University in China in March 2014 Policy with the University of Michigan at Dearborn, MSW in Social Work for Working Adults with the University of Detroit Mercy, MASc in Mechanical Engineering with an Automotive Option with the Politecnico di Torino (Italy), Canadian and American Dual JD in Law with the University of Detroit Mercy, and Visual Arts and the Built Environment and BS Architecture with the University of Detroit Mercy. The University also has a joint registration agreement with Wayne State University. Many of the Faculties have taken steps to develop academic initiatives with internationalization elements. Currently, the University has 127 inter-institutional international agreements. This includes 54 student exchange agreements, 59 memorandums of understanding, 17 transfer articulation Student & International Affairs Page 4

6 agreements, six research agreements, two faculty exchange agreements and one cross-registration agreement. The region with the greatest number of agreements is Asia (25 with China-based institutions). Figure 3 shows the breakout of agreements by region. A complete list of our interinstitutional international agreements is available online at Figure 3. International Agreements by Region. Middle East 5% Oceania 7% Africa 4% Americas 11% Europe 29% Asia 44% Source: Student & International Affairs In 2012/13, the University entered into the following 15 international agreements in China, India and South Africa: Beijing City University, China: Memorandum of Understanding (including establishment of a CELD language centre); Bayburt University, Turkey: Mevlana Exchange Programme; Beijing Information Science and Technology University, China: Memorandum of Understanding; Capital University of Physical Education and Sports, China: Memorandum of Understanding; Changzhou Institute of Technology, China: Memorandum of Understanding; Gandhi Institute of Technology and Management (GITAM), India: Memorandum of Understanding; Liaocheng University, China: Memorandum of Understanding; North-West University, South Africa: Memorandum of Understanding; President Wildeman speaks with a visiting delegation from Gandhi Institute of Technology & Management Shanghai University of Engineering Science, China: Student Exchange Agreement; Student & International Affairs Page 5

7 Shenzhen University, China: Memorandum of Understanding; Southwest University, China: Memorandum of Understanding, International Co-operation Agreement, Student Exchange Agreement, Agreement on Collaborative Student Training; and Vellore Institute of Technology (VIT), India: Memorandum of Understanding We are currently working on agreements with several universities, including: Beijing Information Science and Technology University, China: Faculty Training Agreement; Catholic University of Korea, South Korea: Student Exchange Agreement; Changzhou Institute of Technology, China: Faculty Training Agreement; Chulalongkorn University, Thailand: Memorandum of Understanding and Memorandum of Agreement in faculty exchange in education and psychology; Faculdades Integradas Rio Branco, Brazil: Memorandum of Agreement (international relations); Gumushane University, Turkey: Mevlana Exchange Programme Agreement; Hokkaido University, Japan: Memorandum of Understanding, Memorandum of Agreement for a research internship exchange in engineering and computer science; Kocaeli University, Turkey: Mevlana Exchange Programme Agreement; Mahidol University International College, Salaya Campus, Thailand: Student Exchange Agreement; Shanghai University of Engineering Science, China: Faculty Training Agreement; Southwest University, China: Collaborative FAHS 3+1 Program; Tokyo Metropolitan University, Japan: Student Exchange Agreement; Universidad del Rosario, Columbia: Memorandum of Understanding; and University of Tripoli, Libya: Memorandum of Understanding and Transfer Articulation Agreement. During each of the past four years, we have administered i-grad s International Student Barometer (ISB) to assess international student satisfaction across the student experience. In 2012, 193 institutions in 15 countries participated in the ISB, including 10 Ontario universities. I-Grad presents the data using four benchmarks: arrival, learning, living and support. Table 1 provides international student satisfaction on the key learning indicators along with the ISB and Ontario universities compare scores. 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. Table 1. International Student Barometer Learning Results. Learning Indicator Windsor ISB% Ontario Univs % ISB +/- Ontario Univs +/- Academic s English 88.80% 90.90% 89.40% -2.10% -0.60% Student & International Affairs Page 6

8 Learning Indicator Windsor ISB% Ontario Univs % ISB +/- Ontario Univs +/- Assessment 88.30% 87.20% 87.80% 1.10% 0.50% Careers advice 67.00% 69.80% 67.00% -2.80% 0.00% Class size 88.20% 87.50% 84.90% 0.70% 3.30% Employability 72.90% 75.70% 71.90% -2.80% 1.00% Expert lecturers 90.50% 92.50% 92.80% -2.00% -2.30% Good teachers 85.30% 87.10% 86.40% -1.80% -1.10% Laboratories 86.20% 89.50% 88.00% -3.30% -1.80% Learning spaces 85.80% 88.70% 87.40% -2.90% -1.60% Managing research 90.60% 89.20% 85.70% 1.40% 4.90% Marking criteria 82.50% 82.30% 82.70% 0.20% -0.20% Multicultural 90.60% 89.50% 87.40% 1.10% 3.20% Online library 90.00% 89.20% 90.30% 0.80% -0.30% Opportunities to teach 77.40% 69.80% 74.00% 7.60% 3.40% Performance feedback 82.30% 82.30% 83.00% 0.00% -0.70% Physical library 87.60% 88.00% 85.30% -0.40% 2.30% Program content 86.50% 87.80% 88.40% -1.30% -1.90% Program organization 85.50% 84.20% 85.00% 1.30% 0.50% Quality lectures 86.00% 87.80% 86.80% -1.80% -0.80% Research 76.40% 84.90% 82.00% -8.50% -5.60% Technology 89.00% 88.10% 86.30% 0.90% 2.70% Topic selection 89.60% 87.00% 88.70% 2.60% 0.90% Virtual learning 89.30% 89.20% 87.80% 0.10% 1.50% Student & International Affairs Page 7

9 Learning Indicator Windsor ISB% Ontario Univs % ISB +/- Ontario Univs +/- Work experience 63.10% 65.50% 61.80% -2.40% 1.30% Source: i-graduate (2013). International Student Barometer Entry Wave: Windsor results Surrey, UK: i-graduate. In order to advance engagement of our academic programs in international initiatives, the Advisory Committee on Internationalization is working on the development of an internationalization plan. The current draft, which we hope to see finalized this year, calls for: 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); and Working to establish a co-op option in course-based masters programs. Ms. Victoria Townsend, a doctoral student of Industrial and Manufacturing Systems Engineering, tied with a faculty team from Oakland University to win the Dr. Wilbert J. McKeachie International Poster prize for her poster, Road Trip! Building Meaningful Memories in an Experiential Continuum, at the University of Windsor-Oakland University Teaching and Learning Conference in Rochester, Michigan Student Recruitment 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 Student & International Affairs Page 8

10 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%). Figure 4. Fall 2013 International Students by Region. Southeast Asia 1% Unknown 1% South Asia 21% Africa 13% USA 2% Americas (other than USA) 3% Asia Other 3% Europe 4% Middle East 8% China, Hong Kong, Macau & Taiwan 44% Source: Office of the Registrar In 2012/13, Student and International Affairs began implementing the new international student recruitment model and plans to have some of its key provisions in place by the end of 2013/14. The elements of this approach include: Development of a broad-based student recruitment model that discontinues exclusivity with a single recruitment firm and identifies major recruitment agencies that operate successfully in key markets, such as China, India, the Middle East and South Asia; Development of in-house capacity to encourage direct applications and to manage applications and offers efficiently; Development of a range of transfer articulation agreements with university partners around the world that will permit students to enter the University with advanced standing through 1+3, 2+2 and 3+1 links; Development of local University offices in key markets, such as India and China, to market and recruit students directly; Development of a University pathways program for students who have not reached the University s entrance requirements; Delivery of part or whole programs outside Canada; Increased use of alumni as ambassadors for the University in recruiting new students; and More connectivity between the recruitment program and the Faculties, especially the deans and senior administration, to ensure both transparency and accountability. Student & International Affairs Page 9

11 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. A complete list of the current agencies under contract along with their geographic focus can be found online at Ms. Deena Wang, International Student Recruitment Coordinator, working with campus partners in the Faculties, the Centre for Executive and Professional Ms. Deena Wang, International Student Recruitment Education and the Centre for English Language Coordinator, recruiting at the 2013 China Education Expo Development, oversees the education agent network and is working to introduce a more strategic direct entry international student recruitment system. This will include assessing market potential of emerging markets, enhancing recruitment publications and the University s international web presence, developing recruitment-focused social media initiatives, increasing University travel in support of student recruitment, and enhancing international student recruitment communications activities. This year, we returned to campus the registrarial services that were being performed during the past several years by Higher-Edge, Inc. This has led to the hiring of an additional admissions and records specialist - international. The ISC is currently looking to fill an international recruiter position, which will enhance our recruitment presence in the University s primary markets. Looking at the past five years of international student enrolment, some highlights emerge: Total International Student Enrolment: 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. Percent of International Student Enrolment: The percent of international student enrolment has increased from 25% to 48% at the graduate level and remained constant at 9% at the undergraduate level for an overall percentage of 15% in fall International Undergraduate Students by Faculty: There has been significant increases in international undergraduate students in Engineering (38% or 99 students) and Arts, Humanities and Social Science (25% or 39 students); Increases have also been experienced in Education (100% or 1 student), Human Kinetics (100% or 3 students) and InterFaculty (40% or 2 students); and Decreases were experienced in Law (61% or 14 students), Nursing (40% or 2 students), Science (8% or 18 students) and Business (6% or 16 students). Student & International Affairs Page 10

12 International Graduate Students by Faculty: There has been significant increase in international graduate student enrolment in Business (424% or 305 students) and Engineering (160% or 339 students); Increases have also been experienced in Education (1300% or 26 students), Science (49% or 49 students), Arts, Humanities and Social Science (44% or 11 students); A decrease was experienced in Human Kinetics (25% or 1 student); and No change was reported in Nursing Origin of Full-time International Undergraduate the 2013 Hindu Fair in India Students: Increases include Middle East (121% or 74 students), China, Hong Kong, Taiwan and Macau (55% or 110 students), the America s other than the US (50% or 16 students), Africa (25% or 46 students) and Europe (19% or 10 students); Decreases include Other Asia (63% or 15 students), South Asia (52% or 133 students), Southeast Asia (50% or 9 students), US (15% or 4 students) and Oceania (20% or 1 student); Students transferring with advanced standing beyond first semester came primarily from China (70% or 57 students) this number increased by 34 students last year primarily due to the enrolment of a cohort of business students from South China University of Technology (Guangzhou College); The greatest country of origin increase was experienced in China (46% or 101 students); and The greatest country of origin decrease was experienced in India (60% or 101 students). Origin of International Full-time Graduate Students: Increases include China, Hong Kong, Taiwan & Macau (316% or 385 students), South Asia (174% or 256 students), Southeast Asia (150% or 3 students), Middle East (115% or 30 students), Oceania (100% or 1 student), Asia Other (54% or 21 students), Europe (48% or 10 students) and US (8% or 2 students); A decrease was experienced in Africa (7% or 1 student); Dr. Ram Balachandar and Dr. Majid Ahmadi recruiting at Dr. Talal Al-Hayale, Associate Professor & MOM Director, and Ms. Jennie Atkins, CELD Director, recruiting at a fair in China No change was reported for the Americas other than the US (constant at 11 students); The greatest country of origin increase was experienced in China (318% or 385 students); and The greatest country of origin decrease was experienced in Turkey (80% or 4 students). Student & International Affairs Page 11

13 Centre for English Language Development Students (CELD): 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). For 2013, CELD graduated 392 students through its language training programs, all of whom subsequently pursued degree studies at the University. Retention Rates for First Year Undergraduate International Students: Retention rates for 1 st year undergraduate international students is 80%; The retention rate has increased by 5.3% over the past five years; and Retention for 1 st year undergraduate international students entering the University in fall 2011 is lower (4.6%) than the domestic retention rate for 1 st year students (84.6%). Graduation Rates for First Year Undergraduate International Students: The graduation rate for students who entered in fall 2004 as full-time 1 st year international students is 57%; and The graduation rate for students who entered in fall 2004 as full-time 1 st year domestic students is 74.7%. More international student enrolment data is available in Appendix B. Four major trends are worthy of note. First, we are experiencing some healthy enrolment increases among course-based masters programs. Second, while undergraduate international enrolment is leveling off, it shows a considerable decline in recent years. Third, undergraduate international student retention is showing some strong gains. Fourth, there is a noticeable gap in the graduation rate between international and Canadian undergraduate students. We anticipate, with implementation of the new international student recruitment model, we will right-size undergraduate international student enrolments and continue our gains in both student retention and course-based masters enrolments. We will need to explore further the gap in the undergraduate graduation rate between domestic and international students. Faculty/Staff/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. A list of our student exchange programs can be found online at Figure 5 shows exchange student enrolments, both incoming and outgoing, for the past five years. The University s student exchange program is managed through the International Student Centre and supported by Mr. Michael Houston, Director of International Affairs, and Ms. Michelle Fitzgerald, Administrator, Student Exchange. Student & International Affairs Page 12

14 Figure 5. Exchange Student Enrolments: 2009/10 to 2013/ Outgoing Incoming Total / / / / /14 Source: International Student Centre Some student exchange highlights include: There has been a decrease since 2009/10 in the inflow of exchange students to the University of Windsor (7 students or 9%), which has been achieved largely due to better management of the partners and the number of students they have been permitted to send; The outflow of exchange students has increased (27 students or 35%) since 2009/10, with much of in the areas of Law and MBA; and The highest outflow (77) of exchange students was in 2013/14 while the highest inflow (99) was in 2011/12. Co-op students are increasingly participating in international placements. In fall 2013, most (81%) of the co-op students placed internationally were in Engineering (53). Students from other academic areas placed in fall 2013 include Business Undergraduate (7), Computer Science (4) and Physics (1). In recent years, MBA and Human Kinetics students have also been placed internationally. We have experienced a 51% increase in the placement of co-op students (including a 52% increase in Engineering co-op student placements) internationally since 2009, making the number of students who engage in international co-op comparable to the number who participate in student exchange. Students engaged in international co-operative education placements are shown in Figure 6. One company in Germany, The Schaeffler Group, placed 52 international co-op students in fall Student & International Affairs Page 13

15 Figure 6 International Co-op Placements by Country: 2009/10 to 2013/ China Germany India Indonesia Oman Saudi Arabia Singapore Slovakia Switzerland Source: Student Success Centre The University has two faculty exchange agreements (GMI Engineering & Management Institute and Liaocheng University). In addition, 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. Other 2012/13 fellows have come from Australia, China, Nigeria and New Zealand. Barriers to growing our exchange program include: We lack scholarships and bursaries for students going on exchange. More scholarship availability would enhance our efforts to attract students to the exchange experience and serve as an incentive to attract interest in specific destinations not normally considered. We have a limited number of student exchange champions within the Faculties. We lack integration between the University s exchange web site and social media. Windsor course outlines or descriptions information available online do not effectively support incoming exchange student enrolments. Further, we lack timely access to future semester timetables. Some of our future goals include: In recent years, there are between 10 and 20 unused exchange spaces specifically for undergraduate Business students. If filled, this would result in a balance in our incoming/outgoing students. 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; Student & International Affairs Page 14

16 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; Reception Continue to support existing co-op opportunities abroad and co-op exchange agreements and, where appropriate, include co-op in future study exchange agreements; Complete the development of an international travel policy to ensure the safety of students while travelling abroad while participating in University-sponsored programs or activities; and Develop procedures for faculty/staff exchanges. Exchange students attending the 2012 Exchange Student International Research 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. Student & International Affairs Page 15

17 Figure 7. Research Funding by Source: 2012/13 to 2008/09. $35,000,000 $30,000,000 $25,000,000 $20,000,000 $15,000,000 $19,895,043 $17,497,352 $21,239,829 $18,417,698 $25,009,123 Canadian International Other $10,000,000 $5,000,000 $0 $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 Source: Office of Research Finance The proportion of internationally focused research varies slightly from year to year. In the past five years, the highest proportion of internationally focused research was 8.39% in 2011/12. Below is a five year summary. Figure 8. International Research as a Proportion of Total Research Funding: 2012/13 to 2008/09. 9% 8% 7% 6% 5% 4% 3% 2% 1% 0% 8.39% 7.95% 4.54% 5.44% 5.31% 2012/ / / / /09 Source: Office of Research Services The University s Strategic Research Plan (SRP) calls for us to provide encouragement and support to University of Windsor centres or groups that have the capacity to significantly engage in international Student & International Affairs Page 16

18 research and graduate training. The draft internationalization plan has identified several ways of supporting this goal, including: 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; and Explore ways to mentor faculty members on the design and management of projects in international and development research. The University s international research efforts are supported by the Office of Research Services and the Office of the Vice-President, Research. More information on the University s international research efforts is available online at Graduate student researchers attending the North American Ornithological Congress 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. To that end, we focus on successfully transitioning international students by addressing three key issues: language difficulties, culture related learning differences and academic support. This effort is supported by the International Student Centre through the work of Mr. Michael Houston, Director of International Affairs, Mr. Enrique Chacon, International Student Advisor, and Ms. Laura Handsor, Program Advisor. During each of the past four years, we have administered i-grad s International Student Barometer (ISB) to assess international student satisfaction across the student experience. In 2012, 193 institutions in Student & International Affairs Page 17

19 15 countries participated in the ISB, including 10 Ontario universities. I-Grad presents the data using four benchmarks: arrival, learning, living and support. Table 2 provides international student satisfaction on the key student support indicators along with the ISB and Ontario universities compare scores. 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. Table 2. International Student Barometer Student Support Results. Type of Support Windsor ISB% Ontario Univs % ISB +/- Ontario Univs +/- Career Services 90.90% 85.40% 83.10% 5.50% 7.80% Clubs/Societies 84.60% 91.70% 92.20% -7.10% -7.60% Counselling (Student Counselling Centre) Disability Support (Student Disability Services Faith Provision (Campus Ministry, Multi-Faith Centre, Canterbury, Iona, Friday Prayers) 91.40% 89.50% 89.60% 1.90% 1.80% 91.40% 92.00% 93.00% -0.60% -1.60% 90.20% 92.60% 89.20% -2.40% 1.00% Finance (Cashier s Office) 91.00% 87.00% 84.30% 4.00% 6.70% First Night 74.30% 83.10% 82.20% -8.80% -7.90% Graduate School (Faculty of Graduate Studies) 90.90% 94.70% 92.90% -3.80% -2.00% Halls Welfare (Residence Services) 81.50% 89.20% 87.20% -7.70% -5.70% Health Centre (Student Health Services) 90.70% 89.00% 88.10% 1.70% 2.60% Language support 88.20% 86.90% 86.00% 1.30% 2.20% Learning support 85.30% 87.20% 87.50% -1.90% -2.20% International Office (International Student Centre) 96.20% 91.10% 92.70% 5.10% 3.50% IT Support (IT Services) 94.00% 91.40% 89.60% 2.60% 4.40% Local Orientation 85.50% 85.00% 83.20% 0.50% 2.30% Student & International Affairs Page 18

20 Type of Support Windsor ISB% Ontario Univs % ISB +/- Ontario Univs +/- Registration 86.80% 87.10% 89.20% -0.30% -2.40% Student Advisory (Advising) 91.80% 91.40% 89.80% 0.40% 2.00% Student Union (CAW Student Centre) 93.10% 92.00% 91.20% 1.10% 1.90% University Orientation 90.30% 87.90% 87.40% 2.40% 2.90% Source: i-graduate (2013). International Student Barometer Entry Wave: Windsor results Surrey, UK: i-graduate. During the last several years, the University has done much to enhance international student services, including: Moved the Office of Student and International Fairs to the first floor of the CAW Student Centre to increase its visibility and student access; Moved the International Student s Centre to a newly developed facility on the second floor of Laurier Hall, which provides quality space for student services, international clubs and societies, and related administration; Created a Multi-Faith Space on the lower level of the CAW Student Centre to support the spiritual needs of students, both international and domestic; Moved the Centre for English Language Development to a permanent home on Wyandotte Street; Hired the University s first coordinator of international student recruitment to support our wide-ranging international student recruitment program; and Developed a Nursing student placement in the ISC to help international students on health-related matters through information sessions, weekly tips and displays. Edith Obeng, a master s student of social work, looks over a piece of jewelry from the Mosaic Marketplace, during AfroFest 2014 We believe that the University leads the way in Ontario with regard to the delivery of international student services. However, we also believe there is more work to do. This has been validated by a recent Ontario Committee on Student Affairs report (2012), which called on Ontario universities to grow services for students in some key areas, including: health and wellness, student living, academic support, transition and cultural sensitivity. Some areas we will focus on going forward include: Student & International Affairs Page 19

21 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; and Provide intercultural competency training to all support staff, faculty and students. As the University continues to grow its international student enrolment, it must continue to ensure that international students are provided with the services they need to achieve student success. Conclusion Achieving our goal of creating international engagement through student recruitment, student and faculty and staff exchanges, and partnerships that complement our teaching and research strengths (Office of the President, p. 20) will take many years to achieve. This report suggests that we are well on our way to fostering an environment on campus where international engagement will flourish. There is, however, much more to do. One of our next steps is to develop and seek approval for an internationalization plan. Currently, the Advisory Committee on Internationalization is working hard to develop this plan. It is our hope that this plan will come to Senate for discussion in the upcoming academic year. Many of us are familiar with the African-- Igbo and Yoruba (Nigeria)--proverb it takes a whole village to raise a child. The journey to international engagement is a little like this. Our path to internationalization will be successful provided the entire University of Windsor community participates actively faculty, staff and students. Student & International Affairs Page 20

22 It is well known that internationalization is embedded in the UWindsor spirit. It is, in a way, what makes the University of Windsor experience distinctive. Moving from commitment to action is what needs to come next. References i-graduate (2012). International Student Barometer Entry Wave: Windsor results Surrey, UK: i- Graduate. Available online at 012%20Presentation%20as%20presented.pdf. Office of the President (2010). Thinking forward Taking action. Windsor, ON: University of Windsor. Available online at Office of the Senate Secretariat (2009). Interim report #2: 2008/2009 APC Subcommittee on a Strategic Plan for Internationalization. Windsor, ON: University of Windsor. Available online at PC090302%20-%206.4.pdf. Ontario Committee on Student Affairs (2012). Providing Support for International Students: A Report to the Council on Ontario Universities. Guelph, ON: Ontario Committee on Student Affairs. Available online at 0Paper%20FINAL.pdf.pdf. Statistics Canada (2006). Immigrant population by place of birth, by Census Metropolitan Area. Available online at: Student & International Affairs Page 21

23 Members: Appendix A: Members of the Advisory Committee on Internationalization Dr. Majid Ahmadi, Professor, Faculty of Engineering Dr. Talal Al-Hayale, Associate Professor (MOM Director), Odette School of Business Ms. Jennie Atkins, Director, Centre for English Language Development Mr. Ali Attaran, Vice-President External, Graduate Student Society Dr. Roy Amore, Professor, Faculty of Arts, Humanities & Social Sciences Professor Reem Bahdi, Associate Professor, School of Law Mr. Chris Busch, Director, Centre for Executive and Professional Education Ms. Rob Crawford, President, University of Windsor Students Alliance Ms. Joan Dalton, Associate University Librarian, Leddy Library Dr. Philip Dutton, Professor, Department of Chemistry and Biochemistry Dr. Michelle Freeman, Professor, Faculty of Nursing Dr. James Gauld, Professor and Associate Dean, Faculty of Graduate Studies Dr. Ed King, President, Organization of Part-Time University Students Ms. Karen Pillon, Head, Access Services, Leddy Library Dr. Michael Siu, Vice-President, Research Dr. Clayton Smith, Vice-Provost, Students & International (chair) Dr. Marijke Taks, Professor, Faculty of Human Kinetics Dr. Alan Wright, Vice-Provost, Teaching & Learning Dr. Shijing Xu, Assistant Professor, Faculty of Education In Support: Mr. Mike Houston, Director, International Affairs Dr. Diana Kao, Associate Vice-Provost, International Ms. Deena Wang, International Recruitment Coordinator Student & International Affairs Page 22

24 Appendix B: International Student Enrolment Data Full-time International Undergraduate and Graduate Students: Fall Undergraduate Graduate Source: Office of Institutional Analysis Full-time International Undergraduate Students by Faculty: Fall FAHSS Business Engineering Science Other Source: Office of Institutional Analysis Student & International Affairs Page 23

25 Full-time International Graduate Students by Faculty: Fall FAHSS Business Engineering Science Other Source: Office of Institutional Analysis Origin of Undergraduate Full-time International Students: Fall Africa 600 Americas (other then USA) 500 Asia Other China, Hong Kong, Taiwan & Macau Europe 200 Middle East Oceania South Asia Source: Office of Institutional Analysis Student & International Affairs Page 24

26 Origin of New Undergraduate International Students (beyond Semester 1): 2008/09 to 2013/ % Africa 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Asia Other Caribbean, Central & South America China Europe Middle East Oceania Source: Office of the Registrar Origin of New Undergraduate International Students: Fall Africa 200 Americas (other than US) Asia Other China, Hong Kong & Taiwan Europe 50 Middle East Oceania Source: Office of Institutional Analysis Student & International Affairs Page 25

27 Origin of New Undergraduate Full-time Students: Fall US 3% Americas (other than US) 8% Africa 16% China, Hong Kong & Taiwan 25% South Asia 13% Southeast Asia 0% Middle East 14% Europe 21% Oceania 0% Source: Office of Institutional Analysis Origin of Graduate International Students: Fall Africa Americas (other then USA) Asia Other China, Hong Kong, Taiwan & Macau Europe Middle East Oceania South Asia Source: Office of Institutional Analysis Student & International Affairs Page 26

28 Origin of New Graduate Full-time Students: Fall Americas (other than US) 1% US 1% Africa 5% Southeast Asia 0% China, Hong Kong & Taiwan 49% South Asia 36% Europe 6% Oceania 0% Middle East 2% Source: Office of Institutional Analysis Undergraduate Domestic and International Enrolment by Percentage: Fall % 8% 8% 8% 9% 91% 92% 92% 92% 91% UG Domestic Percent UG International Percent Source: Office of Institutional Analysis Student & International Affairs Page 27

29 Graduate Domestic and International Enrolment by Percentage: Fall % 27% 31% 39% 48% 75% 73% 69% 61% 52% Grad Domestic Percent Grad International Percent Source: Office of Institutional Analysis English Language Improvement Program Enrolment, Fall Winter Intersession Annual Total Source: Centre for English Language Development Student & International Affairs Page 28

30 English Language for Academic Preparation Program, Source: Centre for English Language Development 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) s (eligible Cdn) 2012 Visa (from Ontario HS or Other) Source: Office of Vice President, Planning & Administration Student & International Affairs Page 29

31 New Year One Students Entering in Fall 2004 Graduating in the Period International 57.00% Canadian 74.70% 0.00% 20.00% 40.00% 60.00% 80.00% Source: Office of Institutional Analysis Student & International Affairs Page 30