Summary of Background Research Conducted for the Development of a UNBC International Student Recruitment and Enrolment Strategy

Transcription

1 Final November 8, Summary of Background Research Conducted for the Development of a UNBC International Student Recruitment and Enrolment Strategy Outline 1.0 Introduction Background Research Conducted On-campus consultations Off-campus consultations Context International student recruitment and enrolment in Canada International student recruitment and enrolment in BC International student recruitment and enrolment at UNBC Consultation Findings UNBC needs to do more Number and mix of international students sought Funding and tuition fee models Institutional structures/mechanisms for recruitment/retention Methods of recruitment Markets and marketing UNBC Trends, challenges and opportunities Conclusion APPENDIX 1 UNBC STATISTICS APPENDIX 2 BC STATISTICS APPENDIX 3 CANADA STATISTICS APPENDIX 4 CONSULTATIONS CONDUCTED Individuals and Institutions Consulted Interview / Survey Questions References Introduction Canadian universities are increasingly recognizing the value of a globalized campus with a strong international student presence. International recruitment efforts have intensified in recent years and the numbers of international students have risen considerably. At the same time, competition amongst Canadian educational institutions, and between Canada and other countries, has escalated. International education and international student recruitment is a highly competitive venture locally, provincially, nationally, and internationally, requiring that institutions invest the necessary resources in order to keep pace and compete in the global marketplace. In August 2007, the UNBC President requested an environmental scan of international student recruitment and enrolment at UNBC and in Canada, and tasked the Director of Student Success and the Manager of Continuing Studies with developing a proposal to be brought forward to the President s Executive Council by December. To support the development of this proposal, a graduate student research assistant (Pearl Wierenga) was

2 Final November 8, hired part-time for two months to conduct background research and consultations with various individuals from UNBC and other universities, and to prepare this report. This report begins with a description of the research that was undertaken. Next, it provides the broader context of international student recruitment, enrolment and retention in Canada and BC, and the current situation at UNBC. It then summarizes in key theme areas the information that was gathered through consultations with selected individuals at UNBC and other institutions in Canada. Statistical information is included at the end of the report. 2.0 Background Research Conducted Information was gathered from three main sources: 1) in-person interviews and an survey with selected individuals from UNBC; 2) phone interviews with selected universities across Canada; and 3) phone conversations, communications and documents from institutions involved with international education in BC and Canada. Individuals and institutions were selected, and questions developed, in consultation with the Director of Student Success and the Manager of Continuing Studies. The individuals and institutions consulted, and the questions developed, are listed in Appendix 4. In addition, internet research was conducted to develop a comparison chart between selected universities (see Table 1) and to identify and compile relevant information and statistics on international student recruitment and enrolment at UNBC, in BC and Canada. All tables and figures can be found at the end of the report. Appendix 1 (Tables 2-7 and Figures 1-8) covers statistics for UNBC, Appendix 2 (Tables 8-16 and Figures 9-10) covers statistics for BC, and Appendix 3 (Tables and Figures 11-13) covers statistics for Canada. 2.1 On-campus consultations Meetings were arranged with the academic Deans, Graduate Programs, directors, managers and coordinators of specific areas, and recruiters. The Deans were asked how best to consult with Program Chairs. An with survey questions was sent to the Chairs of CSAM and CASHS. The 13 CASHS Chairs were invited to submit written responses or to request an inperson meeting, out of which 3 CASHS Chairs sent their comments by and 2 individual meetings were held. CSAM Chairs (4 out of 8 present) provided feedback at a CSAM Chairs meeting and, while additional comments were invited from all CSAM Chairs by or in person, only 1 Chair sent follow-up notes. A total of 18 UNBC staff and faculty provided comments on the questions being asked (see Appendix 4). In addition to gathering feedback from different individuals at UNBC, statistical information on tuition fees and international students at UNBC was also compiled (Appendix 1). 2.2 Off-campus consultations A total of 8 universities were selected to conduct phone interviews with. Initially, 4 universities (Lethbridge, Trent, Laurentian, and Mount Allison) were chosen from the same McLean s ranking category as UNBC, with the addition of Thompson Rivers University (likely to be in the same category as UNBC in the next McLean s ranking) and the University of Saskatchewan to get representation from across Canada. Later on, Kwantlen University College and Malaspina University College were added to get more of a BC perspective and

3 Final November 8, to find out more about cost recovery models, but the contact person at Malaspina was unavailable due to unforeseen circumstances. International Liaison Officers and other key contacts from international education/recruitment offices from each of these institutions were sent an requesting a telephone interview, including the list of questions to be asked (Appendix 4). Only a few institutions responded immediately, whereas a series of follow-up messages were required in most instances. After repeated attempts, only 4 telephone interviews were conducted with 4 different universities. Individuals from the other 4 universities selected either declined or said they were unavailable. The limited and cautionary response from other universities suggests the proprietary and sensitive nature of institutions marketing plans and strategies. One institution specifically stated that the information being sought was of a confidential nature in their business plan. In a climate where international student recruitment is highly competitive and many institutions are reticent to share information as a result, the willingness of several institutions to share information with UNBC is commendable. In addition to contacting selected universities, the Canada Education Centre (CEC) office in Vancouver, the British Columbia Centre for International Education (BCCIE) and the Canadian Bureau of International Education (CBIE) were also contacted (Appendix 4). Internet research was conducted primarily on the websites of selected universities, the CEC Network, BCCIE, CBIE, the Association of Universities and Colleges of Canada (AUCC), Citizenship and Immigration Canada (CIC), and the British Columbia Higher Education Accountability Dataset (BC HEADset). 3.0 Context 3.1 International student recruitment and enrolment in Canada An internationalization survey conducted by AUCC (2007a) in 2006 with 64 member institutions found that 92% of Canadian institution respondents viewed an internationalized campus, global perspectives, and greater diversity as the primary rationale for recruiting and enrolling international students. The second most commonly cited reason (62% of respondents, of which 10% indicated it was the primary motive) was revenue generation. Expanding enrolments in specific programs and strengthening the institution s profile and contacts were the next most commonly cited reasons for recruiting international students (see Figure 12). More than 2/3 of respondents specifically earmarked funds to support their recruitment efforts and hire full-time international recruitment officers. About 90% of respondents allocated resources for publications, fairs and travel for recruitment officers. Of the 3/5 institutions that had enrolment targets, 69% had not yet achieved them. Although the intrinsic value of international students contribution to the internationalization of Canadian campuses was given higher priority than the immediate benefits of revenue generation in the AUCC survey (AUCC 2007a, 6), the Canadian Federation of Students (2005, 2006) suggests otherwise. Differential fees for international students were introduced in Canada in the late 1970s as a means of generating extra revenue in response to reductions

4 Final November 8, in government spending for post-secondary education. British Columbia, Saskatchewan, Manitoba, and Newfoundland implemented differential fees later than the other provinces. With further government cutbacks in the 1990s, tuition fees soared, and many provincial governments deregulated international student fees to allow institutions to make up revenues by charging exponential differential fees to international students (Canadian Federation of Students 2005). By 2005, international student tuition fees more than doubled domestic tuition fees at an average of $12,587 per year, with some programs charging as much as $35,000 per year. There is great variation in the tuition fees charged by different institutions and provinces as can be seen in Table 19. BC institutions tend to charge the highest undergraduate tuition fees, while giving graduate students a break on tuition. The Canadian Federation of Students argues that charging international students exorbitant fees is shortsighted and unfair, that it denies access to students from lower income backgrounds, essentially making international education a privilege of the wealthy, threatens international student diversity on campus, and conflicts with Canada s goals of recruiting skilled immigrants and building relationships around the world. In spite of higher tuition fees, there has been steady growth in the number of international students studying in Canada, particularly in the last decade (see Tables and Figure 11). In 2006, there were 70,000 full-time and 13,000 part-time visa students on Canadian campuses (AUCC 2007a, 5). The number of full-time undergraduate students (48,000 in 2006) tripled over the last decade and the number of full-time graduate students (22,000 in 2006), one-third of which were in PhD programs, doubled over the last decade (AUCC 2007a, 5). International students comprise approximately 7% of the full-time undergraduate student population and 20% of the graduate student population at Canadian institutions (AUCC 2007a, 5). In 2004, business, management and public administration attracted 21% of international students; social and behavioural sciences and law claimed 15%; architecture, engineering and related fields drew 14%; and mathematics, computer and information sciences enrolments doubled at the PhD level from (AUCC 2007a, 5). While international students come from more than 200 countries, China has been the dominant source country since 2001, accounting for 23% (approximately 15,000) of full-time international students in Canadian universities in 2004 (AUCC 2007a, 5). Other key source countries include the United States (about 7,000 students), France (more than 5,000 students), India (2,500 students), and about 1,000 students each from South Korea, Iran, Japan, Hong Kong, Mexico, and Pakistan, accounting for about 60% of Canada s international student population (AUCC 2007a, 5). One of the greatest challenges Canada faces in recruiting more international students is the escalating global competition for international students, especially the best and brightest (AUCC 2007a, 8). The United Kingdom, Australia and the United States have traditionally been, and continue to be, the strongest competitors, but emerging contenders include New Zealand, Korea and the Czech Republic (AUCC 2007a, 8). Other major challenges facing Canadian universities are institutional funding and resource constraints on recruitment efforts and the absence of a federal strategy to promote Canada as an international study destination (AUCC 2007a, 8). Canadian immigration legislation, student visa processing times, and refusal rates in certain countries (e.g. China, India, Indonesia) also have an impact on

5 Final November 8, international student recruitment and retention efforts at Canadian universities (RKA 2006, 10). As international competition increases, support services and a campus-wide service orientation play an essential role in attracting, retaining, and creating a positive experience for international students (AUCC 2007a, 6). A key recommendation for increasing the benefits of international education is to [p]rovide effective support services by a combination of highly targeted and strategic recruitment efforts, focusing on specific annual targets in different regions of the world, and cross-campus retention strategies, including outstanding orientation and transition services, developmental advising services, and thoughtful engagement of international students in all areas of campus life (RKA 2006, 10). About half of the surveyed AUCC institutions offered specific programs to ensure international student success, about 17% were developing programs, and 37% did not have specific programs for international students (AUCC 2007a, 7). Services vary by institution, but most frequently include (AUCC 2007a, 7): Designated international support office Designated international student support staff Orientation program upon arrival Ongoing counselling and non-academic support Academic advising or support International student clubs Scholarships are also viewed as being increasingly important for attracting international students in a highly competitive global marketplace. Universities are responding by providing targeted scholarships for international students. In the AUCC (2007a, 7) survey, 69% of respondents offer scholarships specifically targeted to international undergraduate students and 62% offer scholarships targeted to graduate students. First year undergraduate scholarships for domestic students are also available to international students in 58% of the institutions and 22% of institutions have scholarships geared to specific countries or disciplines (AUCC 2007a, 7). A relatively recent development in internationalization and recruitment strategies is offshore programming. In the AUCC (2007b) internationalization survey, ¾ of responding institutions stated that they deliver education and training programs outside of Canada and more than 2/3 are actively promoting education products and services in other countries. The top reasons cited for delivering programs overseas include (in descending order) enhanced reputation of being an international institution, opportunities for international student recruitment, an alternative source of income generation, developing new national/international partnerships, and providing international opportunities for faculty and staff (see Figure 13). Although obtaining statistics was difficult, about 10,800 students were enrolled in offshore programs and at least 194 different programs were offered in more than 46 countries at undergraduate, graduate, diploma and certificate levels in various disciplines (see Table 20). Distance education programs were concentrated in business, education and health-related disciplines. Other forms of delivery (e.g. joint degrees, twinning programs and programs designed and delivered outside of Canada by Canadian and local instructors) were concentrated in science, engineering, business and education. The most popular forms of offshore delivery were

6 Final November 8, twinning programs, distance education, and programs jointly developed and delivered by Canadian and local instructors. Only about ¼ of programs offered abroad are in the form of offshore or branch campuses. More than 68% of institutions offer at least one educational program in China, which was cited 5 time s more often than Malaysia, the next most frequently mentioned country. Future priorities also include India. Like international student recruitment, the knowledge export sector is also becoming increasingly competitive. Competitor countries like Australia and the United Kingdom have significant government support to market their educational programs abroad. Canadian institutions, on the other hand, lack the necessary startup funds for gaining access to the market and developing and delivering programs internationally, and a coordinated government approach is lacking. Other barriers include insufficient faculty and professional staff for offshore programs and lack of internal institutional support. Therefore, while there is growing recognition and interest in the role that educational exports play in internationalization, operationalizing it remains a challenge. 3.2 International student recruitment and enrolment in BC BC receives the second largest number of international students (44,799) after Ontario (58,308), out of a total of 156,955 on student visas in Canada in Students are heavily concentrated in the major metropolitan centres (Table 18). In 2005, there were 28,100 international students enrolled in BC public post-secondary institutions, out of which 10,300 were enrolled in undergraduate degree programs and 2,900 in graduate degree programs (see Tables 8-11 for enrolment breakouts by program type; Table 14 for enrolments by top countries and program type; Figure 9 for enrolments by institution type; and Table 15 for total enrolments, international student enrolments and international student percentage of total enrolments at BC post-secondary institutions). East Asia is by far the biggest source region for international students in BC (Figure 10). The top 10 source countries for long-term international students at BC institutions in were China, Japan, South Korea, United States, Taiwan, Hong Kong SAR, Indonesia, Mexico, India, and the United Kingdom (Table 12). China accounts for about 34% (3,656 students) of the total international student enrolment (10,730 students) at 7 BC universities and is more than double that of the United States, which is the second highest ranking country (Table 13). A study on the economic impact of international education at BC public post-secondary institutions found that international students make a substantial contribution to both local and provincial economies (Table 16). At the provincial level, international students made a direct economic impact of 6,000 jobs, $300 million GDP, $5.3 million in provincial tax revenues, and $18 million in federal tax revenues (RKA 2006, v). They contributed about twice as much to provincial GDP as the fishing, hunting and trapping industry and about the same as computer and electronic manufacturing (RKA 2006, iv). The total employment generated was roughly equivalent to the primary metal manufacturing industry, employment services, or information services and data processing (RKA 2006, iv, 12-13). At the community level, taking Thompson Rivers University (TRU) in Kamloops as an example, international students spent more than $40 million in the local economy (including multiplier effects) in 2005/06, stimulated another $70 million in construction activity, contributed nearly $40 million to GDP, generated 700 jobs, and created additional seats for Canadian students by increasing TRU s capacity by 10% (RKA 2006, vi, 1).

7 Final November 8, The study on the economic impacts of international students in BC also included a questionnaire to faculty administrators asking them what their motives were for recruiting international students (RKA 2006, 9). Some respondents claimed that revenue was not the primary motivator because tuition fees are set at a cost-recovery level, but that the primary rationale is to create a vibrant and culturally diverse campus community and to provide domestic students with opportunities for cross-cultural exchange and learning from a more global perspective (RKA 2006, 9). Others asserted that the financial incentives for both the institution and the local economy are significant and that increasing international student enrolments creates additional seats and maximizes program and course choices for domestic students as well, in addition to fostering international connections and relationships (RKA 2006, 9). The British Columbia Centre for International Education (BCCIE) prepared a report in 2005 (BCCIE 2005) on international education activities undertaken by BC public post-secondary institutions, including international student marketing. International education trade fairs are an important marketing activity for all BC institutions involved in international education. In 2004/2005, 218 visits were made to education fairs in over 50 countries, averaging to about 9 country visits per institution per year, not including additional visits made by some institutions to their target countries. Agents or education consultants were regularly used by 75% of BC institutions surveyed. Over 1,200 agents were engaged in recruiting 5% to 90% of international student intakes, ranging from 4 to 500 agents used per institution. Marketing materials in other languages were used by every institution, with the top 4 languages being Chinese, Spanish, Korean, and Japanese. Most BC institutions had MOUs with institutions in other countries for activities such as business development, internship placements, faculty exchange, short-term training, and curriculum delivery overseas. Other mechanisms used to recruit international students included the following (BCCIE 2005, 7): Advertising using web pages and international education magazines. Articulation agreements. Building institutional partnerships, working through exchange agreements. Contact with high schools (domestic and international). Developed transfer agreements with feeder institutions. Dual-degree programs. Faculty connections Group recruiting through universities, colleges and third-party agencies. In-country information sessions. Multilingual web site. Ongoing communications with alumni. Online chats with prospective students. Participation in agent fairs. Partnerships with foreign institutions. Print advertising. Professional memberships Promotional materials. Rapid turnaround on applications.

8 Final November 8, Efficient conversion process on student requests. Recruiting international students from local feeder institutions. Regular distribution of brochures and materials. Scholarships. Seminars. Using the Canadian Education Centers Network. Web site with online application. Working with alumni to hold in-country events 3.3 International student recruitment and enrolment at UNBC In 2006/2007, UNBC had a total of 211 international students, of which 142 were undergraduate differential fee paying students, 33 were undergraduate exchange students, and 36 were graduate students paying domestic fees (UNBC IDART International Student Profile, 47; also see Figure 2). International undergraduate and graduate students comprised about 5% of UNBC s total student population (UNBC IDART International Student Profile, 1). That percentage would be much higher (7-14%) if English Language Studies (ELS) students were included, as ELS receives about 350 students per year and there are currently 63 ELS students on campus (interview with ELS Coordinator, 19 Sept. 2007). The profile of a typical international student as summarized in the UNBC IDART Reports (International Student Profile, 1) is as follows: A citizen of an East Asian country (see Tables 4 and 7); Enrolled in Business, Computer Science, or had not declared an academic program (see Tables 5-6); About 25 years old (see Figure 8); Admitted to Prince George campus; Seeking a Bachelor degree (see Figure 1); Not Aboriginal; Male (see Figure 6); Single, never married (see Figure 8); From outside British Columbia [although BC is the origin for a surprising percentage of international students, particularly at the undergraduate level, as shown in Figure 5]; Admitted based on previous education from a British Columbia institution [over 60% of international undergraduate students have had prior education in BC, compared with about 7% of graduate students; see Figure 4]; Enrolled full-time; A continuing student (see Figure 3); Paid an international tuition rate (see Figure 2); In their first year of study (see Figure 1). The top 8 originating countries (in descending order) for undergraduate and graduate students combined are China, USA, Japan, Sweden, Bangladesh, South Korea, India, and Germany, although the order of the rankings varies by undergraduate and graduate categories, with the USA topping the list of graduate students (see Table 4). Although international students

9 Final November 8, come from 43 different countries, half of the international undergraduate students are from China (see Table 4). Only 11% of the international students at UNBC are in the College of Arts, Social and Health Sciences (CASHS), compared with 65% in the College of Science and Management (CSAM), and 24% are cross college (see Table 5). Table 2 tracks tuition differentials and actual revenues produced from international undergraduate, Masters and PhD tuition fees from A total of $1,323,128 was generated from undergraduate and graduate student tuition fees in 2006/2007. International graduate students at UBNC pay the same tuition fees as Canadian students and exchange students pay tuition fees at their home institution. The tuition multiplier for UNBC international undergraduate students rose from 2.25 time s that of domestic tuition in 1999/2000 to its current differential of 3.5 time s domestic tuition in 2005/2006. International student numbers have risen steadily from 23 undergraduates and 4 graduates in Fall 1994 to 150 undergraduates and 42 graduates in Fall There was, however, a dip in undergraduate student numbers the first year (Fall 2004) that the 3.5 time s undergraduate tuition differential was introduced and those numbers had not yet been recuperated in Fall 2006 (see Table 3). International graduate student enrolments grew considerably from Fall 2005 to Fall 2006 (see Table 3). International undergraduate students currently pay $14,968 for 30 credits in an academic year (compared with $4,277 for domestic students), which is $983 more than the national average (Nielsen 2007). UNBC s fees appear to be on par with the University of Victoria (U Vic) and Simon Fraser University (SFU), and slightly less than the University of British Columbia (UBC), but are still amongst the highest in the country (see Tables 1 and 18). On the other hand, international graduate students at UNBC pay the same tuition fees as domestic students (about $1,325/semester or $3,975/year for most programs) and are, therefore, counted as FTEs for which the university receives core government funding. International graduate tuition fees at UNBC appear to be amongst the lowest in the country, although the other major universities in BC are also at the low end (see Tables 1 and 18). It seems that every university in Canada charges differential fees at the undergraduate level but some universities give a break on tuition at the graduate level ( from CBIE, 21 October 2007). UNBC, SFU and the University of Saskatchewan are amongst those institutions that do not charge differential fees at the graduate level (see Table 1). UNBC currently has 1 International Recruitment/Admissions Officer (within the overall recruitment and admissions portfolio), 1 Domestic/International Student Recruitment Officer (based in the Lower Mainland), and 1 International Student Advisor. Following the recent reorganization at UNBC, there is no longer a designated International Centre at UNBC, nor a position dedicated to overseeing internationalization at UNBC. The former Director of the International Centre was transferred to a newly created Director of Student Success position, which only has a small international component and oversees specific international functions as part of the overall student success portfolio. At this time, UNBC s international recruitment efforts largely take place domestically through fairs in Canada, school visits and information sessions (e.g. private colleges and language institutes in BC, high schools, school boards), occasional attendance at conferences

10 Final November 8, with an international focus (e.g. Overseas Association for College Admission Counseling), responses to phone and inquiries, and partnerships with certain language schools and college programs, such as CNC and Bodwell College. This may explain why a high percentage of international undergraduate students at UNBC come from BC and have had prior education in BC (Figures 4-5). UNBC is also a member of the Canada Education Centre network (a high membership fee of $4,500) and sends materials to the various CEC offices in other countries. Materials are also being sent to international high schools in other countries. There is insufficient budget for international travel (international trips cost about 4 time s the amount of domestic trips), fees to attend fairs, producing and shipping marketing materials, etc., and separate budgets for international and domestic recruitment were recommended by some UNBC staff, recognizing that international recruitment is much more costly. UNBC has, for the most part, not attended international education fairs, although the Domestic/International Student Recruiter who is based out of the Lower Mainland will be attending 3 fairs in the U.S. Pacific Northwest this fall because of its proximity. The International Recruitment/Admissions Officer recently visited Scandinavia as part of a Go North Project and was able to tag on some recruitment activities at the same time. International recruitment/admissions takes place primarily at the undergraduate level. Graduate Studies has participated in some recruitment fairs in Canada (usually piggybacking on other activities as there is no separate recruitment budget) and is considering sending someone to China with the ELS program. The Colleges have no specific budget for recruitment activities either. Some faculty members and Directors are using informal international connections and networks to promote specific programs, such as the MBA program and the new MA in Development Economics. The English Language Studies (ELS) program at UNBC, which is a cost recovery operation within Continuing Studies, began 4 years ago with 14 students and has expanded to about 350 students/year (there were 63 ELS students on campus in September 2007). ELS currently targets mostly Asian countries and actively recruits in China, Taiwan, and Japan. About 50% of the students come from China, about 20 are from Korea (even though they never actively recruited there), and the others come from a variety of places like Saudi Arabia, Africa, and Germany. ELS attends education fairs in China through the China Scholarship Council, has 4 agreements with partner schools in Japan, is currently working with the Saudi Embassy to recruit students, is expanding recruitment efforts to Latin America, and also relies on wordof-mouth advertising. ELS is increasingly being used as a stepping stone into UNBC undergraduate degree programs and may soon be its biggest feeder. CNC s ESL program was previously the biggest feeder of international students to undergraduate programs at UNBC but their enrolments have dropped from about 120 to per semester. About half of the ELS students on campus in September 2007 had conditional acceptance into undergraduate degree programs and 2 ELS students have gone into Masters programs. Students from 1 partner institution in Japan spend 1 semester in an undergraduate program under a special arrangement. ELS students are generally doing well in degree programs but, anecdotally, are not always retained beyond the first semester. Reasons include wanting to transfer to bigger institutions in larger centres (e.g. UBC, U Vic, and U of C) for a broader selection of classes and faculty (some students complain that there are too many international faculty at UNBC, some of whom have low English levels), to get a more prestigious degree, and to live in a more attractive environment (interview with ELS Coordinator, 19 Sept. 07).

11 Final November 8, Consultation Findings Findings from consultations with representatives of UNBC and other institutions in Canada are grouped into the following 7 categories: 1) UNBC needs to do more; 2) number and mix of international students sought, including UNBC program capacity; 3) funding and tuition fee models; 4) institutional structures for recruitment and retention; 5) methods of recruitment; 6) markets and marketing UNBC; and 7) trends, challenges, and opportunities. 4.1 UNBC needs to do more There was unanimous agreement amongst UNBC respondents that UNBC needs to do more to market itself and to attract and retain international students in undergraduate, graduate and ELS programs. There was also a strong desire on the part of everyone consulted to be involved. UNBC is perceived as not being competitive in the international education marketplace and is seen to be missing out on opportunities for academic and cultural enrichment, as well as revenue generation. One respondent suggested that investing in international students is a long-term investment because they can act as advocates for UNBC (and Prince George) abroad, and thereby enhance UNBC s reputation internationally in the long run. Furthermore, international students contribute to the local economy and are a potential source of immigrants to the region. Having an international presence and credibility in the global arena is key to the survival of educational institutions these days and, as the same respondent emphasized, UNBC needs to go global or go home. UNBC s past commitment to internationalization (which was one of the founding pillars of UNBC) seems to have dissipated and there is currently no home or clear advocate for it, especially with the dissolution of the International Centre earlier this year. There is a need for clarity on what the university s current internationalization goals and objective are. Furthermore, UNBC should be clear about its motives (financial versus socio-cultural) for recruiting international students and organize itself accordingly. For example, if the objective is for socio-cultural enrichment and diversity, then scholarships and other funding arrangements should be offered to make UNBC education affordable for students from a variety of socio-economic backgrounds. On the other hand, if the university prioritizes diversity over numbers, more money may have to be spent to recruit smaller numbers of students from a larger number of countries. Current funding for international student recruitment and retention is inadequate and a significant investment of resources is needed for UNBC to grow globally. More research needs to be done to identify target markets, marketing methods, success strategies from other institutions, the kinds of students UNBC wants, etc. More meaningful international linkages also need to be developed. UNBC needs a common purpose and goal to work towards with the concerted effort and involvement of everyone in the university community. Designated positions can serve as a focal point for broader engagement, but as one respondent pointed out, assigning 1 person to do internationalization is inadequate. Everyone at UNBC needs to be aware of UNBC s international strategy and involved in promoting UNBC internationally.

12 Final November 8, Commitment and support from senior leadership is also a necessary precondition, along with effective leadership to channel all of the creative energies in a common direction. 4.2 Number and mix of international students sought Other Institutions Most of the universities consulted aim for a 10% international student population, although it has not been achieved in most instances. One university feels that 10% is too high for providing adequate support services, but that a critical mass is also needed in order to offer specialized services, and concentrating on a couple of markets may be necessary to achieve a critical mass. The CEC office in Vancouver gives a general guideline of seeking a 10% international student enrolment, with not more than 20-30% from any one country, and also focusing well on 2-3 target markets. While a couple of institutions emphasize diversity and accessibility, all of them nevertheless have a heavy contingent of students from China UNBC Everyone consulted wants to see more international students at UNBC with the primary motivator being academic and cultural enrichment. While a few individuals mentioned revenue generation possibilities, there seemed to be general consensus that money should not be the driving force. One respondent asserted that it is wrong to look at international students solely as a source of income. Stated purposes for increasing international student enrolments included enhancing the institution, exposing students to diversity, promoting cross-cultural learning, providing an opportunity for domestic students to experience different cultures and lifestyles, creating a more cosmopolitan environment, bringing diverse perspectives to the classroom and university life, increasing awareness of other parts of the world, and allowing for a greater number and variety of courses and programs (including field schools and international research) to be offered. At this point, it was felt that increasing international students would not displace domestic students, but would allow a greater range of program offerings for everyone. Others felt that international students could be recruited into programs with low enrolments and high demand and capacity, especially when domestic undergraduate enrolments are on the decline. Suggested ratios varied greatly and included 7% in every program (striving for balance within reason), 10%, 10-15%, 15-30% at the undergraduate and graduate levels, 1:5, 20-40% with an ideal 30/70 ratio, and at least 25% or even 50/50. Most respondents advocated diversity and a healthy mix of students from different backgrounds. One person cautioned against recruiting and only having international students from certain language groups and regions, also pointing out that some people from smaller communities in Northern BC are not keen on their children attending an institution with large numbers of international students. Another person raised the issue of how best to facilitate interaction between international and domestic students as it does not usually happen automatically. Certain international student groups tend to stick together and groups of students transferring in from other institutions like CNC may already have established connections outside of UNBC. Anecdotally, exchange students (who are often European) have typically integrated more effectively into the campus community than groups of students from Asia, which may have cultural

13 Final November 8, implications, or may be related to more effective promotion and provision of orientation and social programming for exchange students than fee-paying students. While diversity was highly valued by the vast majority of respondents, several recognized the need to focus on 2-3 target markets in order to increase numbers and recruit more effectively, as well as costeffectively. Most programs consulted indicate that they have capacity within their programs to accept more international students, although some expressed a need for additional resources to hire more faculty and to acquire the necessary teaching, learning and technology supports to teach more international students. The question of capacity is also a subsidiary question to the AVI in terms of which programs shrink or expand. Some ballpark figures provided for specific programs include the following: CSAM anticipates demand in the following programs and could accept students along the following lines: o Computer Science ~ 20 o Math, physics ~ 10 o Business ~ 20 o NRES ~ 20 o Also space in Geography and Environmental Sciences o Graduate level in CSAM about 10 in total CASHS: All programs have capacity except professional programs (e.g. nursing, education, social work) o International Studies has a history of accepting international students and deals with global issues relevant to students from around the world o Economics high capacity as long as English language level is sufficient o English can accept any o Anthropology - the more, the better, because CASHS is under a squeeze with dropping enrolments in first and second year. Even recovering the students lost last year would be good. Anthropology as a discipline is international in scope and welcomes students from different backgrounds. o Psychology limited capacity without additional support from the International Centre and the Centre for Teaching, Learning and Technology Graduate Programs: It is supervisor-driven and changes almost every year, depending on program interest and faculty availability. Programs that can leverage and tap into other programs (e.g. interdisciplinary studies, health sciences, NRES) may have more capacity and faculty available. One calculation based on the number of faculty came to approximately graduate students in total that could be accepted, but the maximum is not really known. If UNBC maxes out on domestic graduate students, there will be no spaces left for international students. An estimated number of international students that could be accepted into Graduate Programs would be 24 Masters and 2 PhD. It is problematic, however, in that UNBC offers few PhD programs and students often go straight from a Masters into a PhD. MBA: students total. Out of 30, would like to see about 25-30% (5-10) international students.

14 Final November 8, Funding and tuition fee models Other Institutions Although it is impossible to draw conclusions from such a small number of university consultations and limited research, it appears that there are no consistent models in Canada for international student recruitment and retention. Many institutions use different models to capture international student tuition fees and to fund their recruitment and retention initiatives ( from BCCIE, 15 Oct. 2007). The major dichotomy is if the tuition funds go to the 'house' and then are doled back to recruitment in support of their activities as part of a regular operating budget or if they are captured by the international recruitment office and then sent back to the house ( from BCCIE, 15 Oct. 2007). Three out of the four universities consulted receive general operating funds from university administration for their international activities. One of them offers faculties a portion of the growth in tuition fees as an incentive to increase their international enrolments. ESL programs are generally offered on a cost recovery basis and sometimes used to supplement revenues to other programs. One of the institutions consulted operates on a cost recovery basis, whereby tuition fees stay with the international office and are used to fund the office, staff, recruitment activities, admissions, new program development, and services for international students, as well as hiring new faculty to add course sections, and providing some support to other cultural and international activities on campus. As has already been mentioned, there is great variation across the country in terms of the tuition fees being charged to international students, although it appears that all universities charge some form of differential fees to international undergraduate students, while graduate students are sometimes given a break UNBC All UNBC respondents recognized the need to invest more resources in international recruitment and retention. A couple of respondents specifically suggested allocating a portion of international tuition to recruitment and retention activities, and increasing the number of international students in order to get more funding. Of those UNBC respondents who had an opinion on the matter, there was almost unanimous agreement that the tuition fees for international undergraduate students at UNBC are excessively high and that it creates a barrier to recruiting greater numbers of quality students. Some described the high fees as being unfair, discriminatory, and leading to a two-tiered system. Anecdotal evidence suggests that international students are choosing better known institutions with comparable tuition fees over UNBC and, even in the case of international students who are already in Prince George, some are choosing to go to other institutions where tuition fees are lower (e.g. CNC, Lethbridge). Several different suggestions were given for addressing the issue of high tuition differentials for international undergraduate students. About ¼ of all UNBC respondents advocated extending the policy of no tuition differential for international graduate students to international undergraduate students as well, arguing that sufficient revenue would still be generated because enrolments would be up and international students paying domestic rates would be counted as FTEs. Another respondent noted that international student tuition fees

15 Final November 8, are a political issue that cannot necessarily be resolved by UNBC. It is a catch 22 because 2/3 of domestic students tuition fees are paid by the government and it is fair that international students finance their own education, but the question is whether or not UNBC s current tuition fees are enhancing its recruitment efforts. Another suggestion for raising overall institutional revenues was to increase domestic tuition and reduce international tuition, thereby also closing the gap in a 3.5 time s tuition differential, which was viewed by some to be outrageously high. A feasibility study to determine what is fair and to calculate projections was also suggested. Another respondent argued that the priority should be providing international students with affordable exchanges (as opposed to recruiting feepaying students), along with affordable housing and support services. Another option posed for attracting more international students was to lower tuition fees but add on a higher international student fee. 4.4 Institutional structures/mechanisms for recruitment/retention Other Institutions The other universities consulted have international centres and dedicated international staff but the combination of functions and activities vary. Some international offices handle all activities related to international students (i.e. recruitment, admissions and services), while others handle recruitment and retention, while leaving the Registrar s Office to handle international admissions. One office merged international recruitment, international liaison, international student services, exchange, and ESL, while retaining a separate international admissions function in the Registrar s Office and decentralizing some exchange programs to certain faculties. Recruitment activities and international student advising are often allocated to specific positions but, in some cases, they are shared amongst staff. One institution representative said that a more centralized approach to recruitment and service provision is necessary once a critical mass of international students is reached. Another recommended integrating all of the international functions (e.g. recruitment, services, international exchange programs) rather than operating each one out of a separate office. International students are eligible for domestic scholarships and teaching assistantships at most of the institutions consulted, although some restrictions apply. Specific scholarships for international students are not currently offered, but are under development in a couple of institutions, along with other forms of financial assistance like emergency funding. A range of settlement, visa and transitional support services are generally offered, including orientation to Canadian and campus culture, assistance with study and work permits, academic and non-academic advising, and English language support, although the combination of services offered out of each office varies. Most international offices collaborate, liaise and refer international students to other university services like counseling and health services, and a culturally sensitive counseling program is being developing in one university in partnership with ESL. Some offer additional language support, a global ambassador program, social support, etc. Most of the institutions attempt to integrate ESL with academic programs (primarily undergraduate degrees) in different ways. Many offer dual admissions (or conditional acceptance) into ESL and degree programs, credit-mirrored admissions processes, etc. One international office runs an ESL program specifically for academic purposes (i.e. to prepare students for university success) and leaves it to the local

16 Final November 8, college to offer full ESL programs. Some allow ESL students to take credit courses at the same time as ESL courses, offer summer credit courses for ESL and other short-term students, etc. A laddering approach offering access to different types of programs (e.g. ESL, credit courses, certificates, degrees, post-baccalaureate programs) across the institution is also used. Faculty involvement is viewed as being essential for building institutional linkages and relationships. However, involving faculty in direct recruitment, or relying solely on faculty to do recruitment, is perceived to be less effective. It is difficult for faculty to get up to speed on the admissions requirements of other programs, to become knowledgeable about immigration processes, to be well versed in all areas of the university and represent the university as a whole, and to find the time to travel and follow-up on connections amidst busy teaching and research schedules. One institution is looking to pair up faculty members with recruiters on recruitment trips (faculties would pay their own way). Another institution sometimes uses faculty members in follow-up recruitment, whereby they meet informally with interested students in conjunction with other travel activities. Engagement at the campus and recruitment level with everyone working together to present a unified face was identified as being important, and senior leadership support is essential UNBC Numerous UNBC respondents stressed the absolute necessity of UNBC having a designated, visible, accessible space/centre for international students, along with special services taking into account the unique needs of international students. Many argued that a strong, established international centre with dedicated staff is needed to coordinate and deliver a range of support services and activities, to provide a safe and welcoming social environment or home for international students, and a place of cultural exchange for domestic students and international students alike. While decentralization of the International Centre into recruitment, admissions and advising has allowed for more cross-sharing of resources, the loss of the centre is being felt by students and staff alike, and dissolving the centre sends out a message. Several respondents pointed out the current contradiction in objectives between increasing international student enrolments and revenues, on the one hand, while scaling back on services for international students on the other. Another person argued that if UNBC is going to charge international students 3.5 time s the tuition, it needs to provide 3.5 time s the service in return. Providing good student-centred service is essential not only for creating a positive experience for international students, but also for staying competitive with the services offered by other universities in BC and beyond, and it assists with word-of-mouth advertising as well. International students require an additional level of service because of special settlement and transition needs, visa requirements, cultural issues, language barriers, etc. A range of services for international students were recommended, including orientation to the local UNBC, Northern BC and Canadian context; English language support (also noted to be necessary for some Canadian students); academic learning skills (e.g. writing, research, presentation skills); social activities; international and cultural student clubs; tours to other sites in the region to get to know the lay of the land ; cultural adaptation; cross-cultural counselling;

17 Final November 8, assistance with employment and student visas; and support services for spouses and family members of international students. Better housing options and assistance finding accommodation was also recommended. Mentorship programs or programs pairing international students with domestic students as guides to the campus, community and Canadian culture were also suggested. There was a great sense of need to build an experiential learning environment that creates a sense of belonging for international students, and facilitates cultural exchange and connections between international and domestic students (as well as students and faculty) in the classroom and broader campus community. International students could even be sent into classrooms to speak to undergraduate and graduate students about their experiences and to encourage domestic students to do international exchanges. In addition, training for staff and faculty to understand diversity, different cultural expectations, international student issues, and to facilitate cultural exchange in and outside of the classroom was also recommended. Several UNBC respondents recommended providing more scholarship opportunities as a means of attracting more international students. Limited scholarships, Teaching Assistantships and Research Assistantships for international students were identified as challenges to recruitment. UNBC currently has no dedicated international scholarships, but some domestic scholarships are available to international students. International graduate students, for example, are eligible for most domestic scholarships, unless criteria specify otherwise, and provincial scholarships have been opened up to international students as well. One suggestion was to offer an automatic scholarship of $500 or $1,000 along with undergraduate offers of admission. Scholarship opportunities may also be needed to attract high calibre students who could not otherwise afford to study at UNBC, or funds could be redirected from students who can afford to pay more. As for how to organize recruitment activities, opinions varied around using a decentralized model, a centralized model, or a combination of both. There was a desire on the part of some people to design something unique to UNBC rather than simply following suit with what everyone else seems to be doing. Certain members of the academic community were adamant about avoiding the creation of a whole new centralized recruitment structure with an expensive recruitment campaign and, instead, argued for supporting in-house enterprises by decentralizing recruitment to faculties or, at the very least, basing recruitment efforts on existing faculty linkages and connections. Others argued that professional recruiters are needed to market the university as a whole, to present a more unified face abroad, and because of the time commitments involved and specialized knowledge required in the areas of admissions, immigration, etc. Still others suggested an integrated structure, whereby professional recruiters (and the International Centre) act as a focal point, facilitator, and coordinator to harness the international connections on campus, as well as in Prince George; or recruiters do university-wide promotion and general recruitment activities like education fairs, while faculty recruit for specific programs. Graduate student recruitment, in particular, may be more effectively done by faculty members than from the administrative side because it is supervisor-driven, but having a dedicated international graduate student recruiter was also recommended. One respondent pointed out that promoting the university as a whole is needed to increase UNBC s credibility, exposure and reputation in the long run, which may be different from marketing for the purpose of attracting international students, and may also

18 Final November 8, require separate budgets and strategies. It is important to have a framework for a UNBC recruitment team with a clear understanding of roles and responsibilities. Regardless of the model chosen, there is a strong desire on the part of the academic community to be consulted and involved in international student recruitment ventures, and for UNBC to build on existing strengths, networks and connections. Having university funding in place to foster and support faculty linkages and recruitment initiatives was advocated by several respondents. Funding could be multi-purpose, incorporating recruitment activities into travel for international conferences, seminars, research, etc. through a Visiting Scholars program, for example, or even a funding incentive to do recruitment during sabbaticals. Funding could also take the form of a special pool of money available for faculty and staff to apply to for proposed recruitment activities with specified targets and follow-up. UNBC faculty with expertise on different countries, regions, cultures, and languages also need to be consulted more. Faculty members already have connections in a number of different countries and regions, including the Asia-Pacific, the North, Latin America, China, Russia, Sweden, Norway, Denmark, and Mexico and these connections need to be milked to enhance recruitment efforts. On the administrative side, a number of recommendations were made with regard to admissions processes. Most people with an opinion on the matter agreed that additional, designated staff are needed to handle international admissions and international recruitment at both the undergraduate and graduate levels. Additionally, application processes need to be streamlined, expedited, and made easier for international students. Timely responses are necessary so that UNBC does not lose students to other institutions. The current combination of an undergraduate admissions and recruitment officer has value in terms of being able to follow students through from inquiry to admission, but there are too many conflicting demands and, as international student numbers grow, it will likely become unmanageable. Online applications and admissions services should be made available with a contact person for inquiries. Application deadlines need to be reconsidered as students coming from overseas need more time to apply for student visas and make travel arrangements, processing international student applications usually takes more time, and institutional deadlines around the world often do not match those of UNBC. Separate deadlines for international and domestic students are advisable. Rolling admissions at the graduate level could be considered but then there would have to be dedicated staff for each program to process those applications and required courses would have to be offered on a regular basis. A policy allowing deferrals on offers of admission without the need to re-apply should be instituted at both the undergraduate and graduate levels to accommodate international students who cannot arrive on time because of delayed visas, etc. and to keep them hooked rather than closing the door on them. Certain countries should not be blacklisted under the assumption that their educational systems are inferior or it will tarnish UNBC s image. Application fees for international undergraduate students should also be reconsidered. Currently, they pay a higher application fee ($75 as opposed to $35 for domestic students), plus out of province transcript fees and document evaluation fees. The differential application fee could be removed, while offsetting the extra costs of handling international applications with the document evaluation fee. Extra fees for international document

19 Final November 8, evaluation should be waived for those international students whose transcripts are from Canadian institutions. GPA calculations for graduate students is another issue that needs to be looked at. UNBC GPA calculations do not compare easily with those of other countries and some qualified students are being excluded on account of it. One suggestion was to get percentile data on where students from other countries rank in their cohort as a means of making more meaningful comparisons than GPA. Another policy that may need to be reconsidered is the allocation of supervisors to students before they can be admitted to Graduate Programs, especially if students are coming into graduate programs through ELS. It is best of supervisors can talk with students first but it is difficult if students do not yet speak adequate English. English language requirements and better integration between ELS and degree programs were additional issues raised by a large number of respondents. TOEFL is viewed by some to be too high, too inflexible and a poor indicator of university success. Anecdotal evidence suggests that UNBC is losing potential students on account of its TOEFL requirements. Recommendations ranged from lowering the TOEFL requirements to removing it altogether and replacing it with a homegrown pre-entry English language program. Regarding the latter suggestion, students who can provide proof of English language ability/training could be admitted into a set of transitional, elective-type courses for a semester, whereby they also receive orientation to Canadian culture, the university system, classroom environment, academic skills, expectations, etc. and, if they pass, they are automatically admitted into a degree program. If they do not pass because of English language deficiencies, they could be offered an intensive semester of English language training, which they must pass before continuing with degree studies. It would allow UNBC to make its own judgements about students English language ability without being beholden to a U.S. corporation (i.e. TOEFL) and it would allow international students to try it out for 1-2 semesters, also providing good word of mouth advertising. A number of respondents suggested capitalizing more on the ELS-university partnership by doing joint recruitment, offering dual admissions, cross-sharing of knowledge and materials, pooling resources for recruitment and service provision, and perhaps even merging ELS into the other international functions at UNBC. More should be done to integrate ELS students into the broader UNBC campus community, particularly when anecdotal evidence suggests that some of them are being lost to other institutions like CNC, which is said to do a good job of making ESL students feel a part of the institution, in addition to offering lower tuition. 4.5 Methods of recruitment Other Institutions The other universities surveyed undertake a mix of recruitment activities, including education fairs, recruitment of international students in the domestic market, high school visits, the use of agents/consultants, working with Canadian Embassies abroad, and 2+2 or 3+1 programs. One institution has a specially designed and articulated program/curriculum with partner high schools in China, with the purpose of bringing those students to their institution in Canada for post-secondary education. Most institutions focus their recruitment efforts at the undergraduate level, which is fully integrated with ESL recruitment in some instances.

20 Final November 8, Fairs are generally viewed as a way to get started, to create a brand and name recognition, and as a rallying point for building other connections, but they are also considered to be expensive and largely ineffective. Some institutions viewed the use of agents as necessary and effective, especially in certain markets, while others were only beginning to cautiously explore this area. All institutions recommended exercising due diligence in the selection and use of agents, stressing that the agent relationship needs to be cultivated as carefully as any institutional partnership. Direct linkages with overseas institutions were viewed by some to be amongst the most effective means of recruitment, but also require a real team effort between faculty, the international office, admissions, and other services. One respondent commented that print media is the least effective recruitment tool. It is expensive and students never say that they found out about the institution through print media, although it may serve a purpose in terms of branding UNBC A variety of recruitment methods were recommended by different respondents. One respondent outlined 3 main opportunities or strategies that could be utilized: 1) affiliating UNBC with existing universities around the world; 2) growing UNBC organically to bring students here; and 3) delivering content worldwide through open associations, cooperative programs with other institutions to streamline content, etc., all of which require that UNBC gain global recognition, reputation, and credibility for other players to acknowledge. Developing inter-institutional linkages was one of the most commonly recommended approaches by faculty. Suggestions included developing laddering programs (e.g. 2+2 agreements) with universities in other countries, whereby UNBC could offer language training/upgrading and the last 2 years of an undergraduate degree. Targeting second tier universities, especially in China (top tier universities have already been approached by the big name universities), to develop cooperative programs, various combinations of education there and here, dual/joint degrees, or providing instruction in Canada with some faculty from partner universities, whereby both parties benefit, was also suggested. More exchange programs with target countries were also proposed. Several people expressed concern with regard to the selection and use of agents and partnership agreements with private colleges and international schools, implying that some of these schools are fly by night operations and that agents tend to focus on numbers rather than quality (i.e. the lowest common denominator). Rather than lending its name to these kinds of institutions with the possibility of getting students down the road (questioning whether students would really come here from places like Vancouver anyway), UNBC should represent itself and build its own reputation around the world. Recruiting students who are already here (e.g. through ELS) or recruiting students into ELS with the purpose of transferring into UNBC degree programs was also frequently mentioned. One option would be to recruit students into ELS/academic programs through target universities abroad. Another option would be to set up a pilot project to bring in up to 100 international students across the university along the lines of the current initiative with the Saudi government, ELS, the Registrar s Office, the Graduate Studies Officer, and the M/CPSC program. Attending more international education conferences (which are often held

21 Final November 8, in North America), as well as education information sessions in other countries (e.g. China) and visiting universities overseas was also suggested. Portable marketing materials tailored to international undergraduate and graduate students in different markets, merged with information on the website, are also needed. Materials in other languages would be an asset, as well as information geared for different audiences, such as parents in other countries/cultures who are often the major decision-makers for their children s education. Anointing a UNBC Ambassador (someone of high status who exudes credibility, has cultural intelligence, can represent the university across the spectrum, and is business-oriented) to travel to select locations/target markets with a precise message of what UNBC is trying to achieve around the world is another strategy. A person with a big title doing recruitment is a big draw, especially for parents from certain cultures, who place high value on status and recognition. UNBC needs to gain credibility through the people it employs and the students it graduates. Finding and showcasing icons (e.g. successful graduates) to promote the university can be another strategy. Providing incentives is another possibility, such as scholarships, tuition waivers, and gifts (e.g. laptop, UNBC bags and t-shirts); plus, if everyone has UNBC paraphernalia, it creates an image. Recruiting international undergraduate students can also assist with graduate student recruitment. With the right enticement, international undergraduate students may be convinced to stay on as graduate students, maybe even more so than Canadian students. Retention of graduate students in terms of being able to go from a Masters to a PhD program is a problem, however, because there are few PhD programs at UNBC. Word of mouth advertising was recognized as being a powerful recruitment tool, which includes getting everyone to spread the word when they are traveling and interacting with international students. Providing good service to international students produces good word of mouth advertising, which can save a trip. International students at UNBC were acknowledged by many as being one of the most important recruitment tools available to UNBC, and yet one of the most under-utilized resources. The current international student body could be tapped into not only for informal word of mouth advertising (which is very powerful), but also to distribute materials upon return home. UNBC students could be tracked on a database, or an annual inventory of international students on campus could be conducted by surveying faculty, and encouraged to take UNBC information back home with them. The international alumni base could also be utilized for recruitment purposes. Understanding the current international student population is the first step toward getting to know UNBC s market and figuring out how to go about recruiting international students. E.g. How did international students find out about UNBC and decide to come here rather than going somewhere else? Based on this information, should UNBC be sending people out, working with Consulates, doing Google ads, or using some other advertising strategy? If we have not even surveyed our own international student population, we are making decisions based on ignorance, according to one faculty representative. Since there are specialists/researchers on campus, UNBC should use them to conduct research to find out why international students are here, why they leave, etc. 4.6 Markets and marketing UNBC Other Institutions

22 Final November 8, China is the dominant market, intentionally or by default, for the other universities surveyed and most recognize India as another major market. Other markets that are being tapped into include the Gulf States/Middle East, South Korea, Southeast Asia, Kazakhstan, Turkey, Japan, United States, Russia, Mexico, Chile, France, and certain African countries. The Canada Education Centre informally recommends committing to making a long-term investment and having an ongoing presence in 2-3 markets matched to UNBC s/the region s strengths. Current markets that may offer potential for UNBC include Malaysia, Singapore, Indonesia, China (although it is somewhat difficult), India, and Russia. Russia (the North) is a new market and Mexico is already saturated UNBC Several people maintained that UNBC needs to develop a sound, long-term recruitment strategy that includes a solid market analysis of international student needs and willingness to come to UNBC, as well as an assessment of the degree to which other Canadian and American universities are already targeting which countries. There is also a question of who the competition is for UNBC. For example, if students are looking for a BC experience, it may be other universities in BC. If they are looking for a smaller university, it may be other universities across Canada in the same size category. Recruitment needs consistency and commitment to bring in an investment, not just one-shot deals. It is a step-by-step process, starting with selected markets and building on success from there. Priority should be given to visiting target areas on a regular basis and tracking the recruitment and enrolment numbers to assess the productivity of recruitment efforts. With the current staff configuration, UNBC can probably only handle 1-2 markets. Many respondents expressed a desire to match what UNBC and the region have to offer with potential target markets. Different markets need to be approached with different strategies. Certain regions may have an interest in, or a need for, the programs offered by UNBC. UNBC could lay the groundwork for environmental sustainability in Asia, for example, where there is growing consciousness in some countries and impending environmental disaster in others. An expanding forestry industry in China could potentially make use of UNBC programs. European students may be interested in studying at UNBC because of Northern BC s natural/wildlife attractions, whereas a picture of a bear or moose may scare off students from other areas. Indigenous students from around the world, such as Australia and New Zealand, are a potential new market for UNBC s First Nations Studies programs, and non-indigenous students may also be interested in coming to UNBC to learn more about indigenous cultures. First hand exposure to pine beetle infestation may be of interest to some students. Transferability of programs should also be taken into account; many UNBC programs would be transferable to the U.S., for example. Students taking the International Baccalaureate program, which is spreading rapidly worldwide and geared for attending university, should also be targeted. Identifying regions that have similar types of economic development to Northern BC is another possibility (e.g. South America and Russia tend to have resource-based economies). Geography and climate are other factors to consider, with the cold winter climate of Northern BC being a potential deterrent for many students from warm climates. Countries and regions with similar climates, including the northern states of the U.S., or cooler climates in Asia (e.g. Japan), may be more suitable markets from that

23 Final November 8, perspective. Marketing should also take place in areas where students are seeking a smaller community and a place to belong rather than a big city experience. The post-9/11 climate of tight security in the U.S. presents an opportunity for study in Canada, but the strong Canadian dollar poses a potential barrier for some. Language issues are another consideration in selecting target markets. A wide range of potential markets were suggested by the various UNBC respondents. The major regions recommended were the Asia-Pacific, Europe, the Circumpolar North, the United States, Latin America, and certain countries of the Middle East (e.g. Saudi Arabia) i.e. almost every region but Africa. China and India, in particular, were recognized as being the biggest markets in the world for attracting large numbers of students, but then there is the question of diversity. An advantage with India is that it already offers English language instruction. On the other hand, UNBC already has considerable connections in China. In addition to India (for information technology, health sciences, etc.) countries/regions seen by some to provide promising returns on a 3-year investment were the Commonwealth countries (where English is spoken), the Pacific Rim (where there is more money but also more language barriers), and the U.S. Pacific Northwest (perhaps more for natural resources/environmental studies at the graduate level). The Asia-Pacific region was viewed by some to be the strongest and most logical region to build upon (i.e. wealthy, populous and seeking a safe study and living environment), focusing on countries like China, India, Japan, South Korea, Taiwan, Southeast Asia (e.g. Malaysia, Thailand), and Pakistan. There are also many emerging corporations in countries like China that are willing to sponsor overseas education for their employees, creating a potential opportunity to work with foreign governments to create programs that are beneficial for their employees. South America is a relatively untapped and neglected market, but there are potential opportunities in Brazil, Colombia, Chile, and Peru. In the North, there is potential to build on strong exchange programs with Scandinavia, Denmark is fully funded and may have potential, there is a small elite in the countries of the former Soviet Union, and Russia has promise particularly at the graduate level (Russia is claimed to be booming and Moscow apparently has more multimillionaires than New York city). Norway was not that successful in the past, although they do pay to send students overseas, and neither was Turkey. European markets are more difficult to attract because European students tuition is generally paid for if they stay in Europe. Nevertheless, there may be some opportunities to bring European students to UNBC for short-term programs over the summer or during a university gap year, for instance. UNBC, therefore, also needs to consider whether it is going to target long-term markets (i.e. students coming for a full degree), short-term markets, or both. How best to brand UNBC was another issue of some discussion. There was a strong emphasis on focusing on what is unique about UNBC and ways to make the UNBC experience distinctive (e.g. exposure to First Nations cultures, pine beetle research). Using the Green University concept to promote UNBC was mentioned on quite a few occasions, along with playing up the environmental angle. Others suggested profiling UNBC as a small, modern, interdisciplinary, cutting edge, premier (undergraduate) university with exposure to a unique social and physical environment. Other promotional aspects could include that UNBC is multi-cultural, focuses on the North and indigenous peoples, promotes a broadly based perspective, welcomes students/cultures from around the world, is an interesting place

24 Final November 8, for international students, has research opportunities, provides hands on experience, and is located in a smaller city in a region with many outdoor activities. Additional comments included the exclusionary aspects of the in the North for the North slogan and the appearance of parochialism in the regional university image. 4.7 Trends, challenges and opportunities Other Institutions The Canada Education Centre informally described a couple of trends. One is that domestic student enrolments are down so there is a push to increase international student enrolments. Another trend is that some institutions, particularly in Alberta, are coming together and choosing to do joint recruitment as a means of saving costs. One university representative noted that a lot of schools (e.g. in Alberta) are moving to a model of collecting and pumping differential fees back into marketing. Canada s lack of competitiveness in the international education arena and lack of a consistent national program to promote Canada as a major study destination (compared to countries like the UK and Australia) was seen by other institutions to be a significant challenge to recruitment efforts. Competitiveness between Canadian institutions, in addition to global competitiveness, was viewed as another challenge. Another important consideration, raised by one university, is the need to consider local community perceptions of the university s international education platform (e.g. numbers of international students, why public funds are being spent on international students, etc.). One opportunity mentioned was the possibility of linking international student recruitment with initiatives to attract skilled immigrants to Canada UNBC The trend to globalize universities was noted by some UNBC respondents, along with the need to follow suit. Several respondents observed the growing trends in international (and domestic) graduate student enrolments, and increasing competition for students as a whole. Growing numbers of international undergraduate students, and ELS students as potential future degree students, were also observed. Another respondent remarked that the world is looking to English-speaking institutions to provide leadership and that Middle Eastern markets, for example, have the financial means to send students here for this purpose. Limited budget and resources for international recruitment and retention activities was the number one challenge mentioned by respondents. More money needs to be put into international recruitment activities and service provision, both of which come with a higher price tag for international students than domestic students. High tuition fees for international undergraduate students was also perceived to be a significant challenge for UNBC. The loss of the International Centre and the unsettled environment of the reorganization is another challenge. Most international students coming to BC are attracted to the Lower Mainland and getting them to come to Prince George is an additional challenge. Long visa processing times and student visa rejections are external challenges affecting recruitment efforts. For example,

25 Final November 8, the MBA program had 8 international students admitted for the fall but only 1 received a visa on time. In terms of opportunities, newly developed programs and programs under development could be attractive to international students, such as the new Global Studies degree, MA Development Economics, and a proposed PhD in Indigenous/Aboriginal Studies, as well as an international indigenous knowledge program with placements in different countries. Cost recovery summer programs and other short-term programs could be developed for international students, combining course credit with study tours, experiential learning, cultural experiences, etc. New Canadian immigration regulations allowing international graduate students to work off campus if they are studying outside of the major metropolitan centres offers a real incentive for graduate students to come study in Prince George. 5.0 Conclusion There is tremendous enthusiasm at UNBC for internationalizing the campus through a greater presence of international students. It is clear that UNBC needs to do more to achieve this goal and to attract and retain international students in a fiercely competitive international education environment. Additional, dedicated resources are needed to enhance marketing and service provision, which could be made possible if even a portion of international student tuition revenues (amounting to over $1 million dollars annually in recent years) was channeled back into international student recruitment and retention. At the same time, there is a need to re-visit current policies around international student tuition fees, admissions processes, etc. A no longer existent International Centre, with minimal staff and resources allocated to international students, is a major weakness at this juncture in terms of being able to move forward with the international agenda at UNBC. The apparent absence of consistent or clearly defined institutional and funding models in Canada presents another potential weakness, but also an opportunity for UNBC to create a homegrown approach to international education, building upon its own strengths and connections. The eagerness of faculty and staff to be involved in the internationalization process, combined with their varied networks and expertise, are valuable assets that need to be tapped into as the university moves forward in this arena.

26 Final November 8, Table 1: Rough comparison chart of selected universities UNBC Kwantlen Lethbridge U of Sask. Laurentian TRU Trent Mt. Allison U Vic SFU UBC Manitoba Int'l UG tuition Cdn UG tuition $14,968 for 30 credits $498.98/credit $4,277 for 30 credits $142.55/credit ~ $13,000 for 30 credits $9,700 for 30 credits ~$5,000/term ~$3,500 $4,850 for 30 credits $11,000- $17,000 Varies by program ~ $11,000 / 30 credits ~$4,400 ~$4,525 for 30 credits $12,000 for 2 semesters $6,000/term + $225 fees $3,330 for 30 credits $111/credit $11,930/ acad. year $13,440/ acad. year $14,274 per year $ per unit $4,350 $6,720 $ per unit $14,532 / 30 units $ per unit $ per unit ~ $18,000- $24,000 Varies by program $4,200- $5,200 $9,153 for 30 credits $3,171 UG tuition differential Int'l Grad tuition 3.5 X 100% 2.6 X 2 X ~ 4 X 180% $3,975/year $1,325.88/term ~$3,400/term $1,000/term + $100/term misc. fee ~ $3,100- $4,300/term MBA - $7,225/term $12,336/yr $1,850/term ~$1505 per term Masters - $2,400/term Cdn Grad tuition Grad tuition differential $1,325.88/term ~$1,700/term $1,000/term ~$1,400- $2,300/term 0 At least 100% (2 X) 0 Varies by program $5,626/yr $1,555/term ~$1505 per term $1,313/term ~$3,759 $6, % # Int'l students Student pop. % student population that is int'l 211 (175 UG, 36 Grad) + ~350 ESL /yr (63 currently) ~ 700 (25% ESL) 660 (incl. ~ 65 ESL) ~ 1,200 (nearly 1/2 grad students) 240 ESL - 90% condit-ional accept. ~ 350 > 1,000 (~25% ESL) + 1,200 - accred. overseas prog. 550 trainees in overseas prog. ~ 500 ~ 150 ~ 2,370 ~ 4,100 (3579 UG, 533 Grad) ~ 19,000 ~ 8,000 ~ 20,000 ('04) ~ 9,000 ~ 8,000 ~ 7,800 ~ 2,250 ~ 5% (~ 7-14% if ESL included) # countries 43 (~ 40% China) ~ 3% ~ 8% ~ 40 (most from Asia) ~ 85 (40% China) 4% UG (6% direct entry UG programs) ~30% Grad About 1/2 from China ~ 5% ~ 48 (~ 75% from China) 3-27% Varies by program ~50% MBA 10-11% 7% ~ 12% # ISAs share 7 1 ~ 2,900 (2004/05) 5,800 in Vancouver UBCO ~ 2700 ~ 19,500 ~ 23,000 43,542 Van 4,864 UBCO ~ 19, % (2004/05) 16.5% UBCV > 60 > 95 > 40 ~ 90 > % UBCO 9.50% # Int'l recruiters Shared 3+ share NOTE: The above chart is an amalgamation of information from different sources, is incomplete, varies by source, and should be taken as estimates at best. Sources include phone interviews with 4 universities, university websites, AUCC institutional profiles, RKA 2006, QS Top Universities, UNBC Handbook, UNBC IDART, and TRU 2007.

27 Final November 8, APPENDIX 1 UNBC STATISTICS Table 2: Report on Actual UNBC Tuition Revenue by Fiscal Year FISCAL YEAR Revenue Type 1999/ / / / / / / /07 International Undergrad Tuition $218,390 $244,492 $304,585 $395,351 $729,657 $ 951,237 $ 999,593 $1,194,626 International Graduate Tuition $ 15,500 $ 17,450 $ 19,200 $ 29,412 $ 22,973 $ 66,860 $ 79,284 $ 111,590 International PhD Tuition $ 1,400 $ 2,100 $ 2,100 $ 1,654 $ 1,200 $ 7,413 $ 9,383 $ 16,912 Total $235,290 $264,042 $325,885 $426,417 $753,830 $1,025,510 $1,088,260 $1,323,128 Growth rate on total 12.22% 23.42% 30.85% 76.78% 36.04% 6.12% 21.58% International Tuition Multiplier

28 Final November 8, Table 3: UNBC Fall Headcount Enrolment International Students ( ) and International Undergraduate Tuition Differentials ( ) Year Int l Undergrad. tuition multiplier # Undergraduate students # Graduate students Total # Undergrad. & Grad. students Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Adapted from: 1) UNBC IDART Fall Headcount Enrolment International Students 2) Report on Actual UNBC Tuition Revenue by Fiscal Year Table 4: UNBC Fall Headcount Enrolment International Students by Country ( ) Source: UNBC IDART Reports Enrolment (23 November 2006)

29 Final November 8, Table 5: UNBC International Student Profile by Academic Program ( ) Source: UNBC IDART International Student Profile, p. 7 Table 6: UNBC International Students Top 10 Declared Majors Source: UNBC IDART International Student Profile , p. 1

30 Final November 8, Figure 1: Credentials Sought by UNBC International Students and Year of Study of UNBC International Undergraduate Students Credentials Sought by International Undergraduate and Graduate Students International Undergraduate Students Year of Study ( ) Source: UNBC IDART International Student Profile , pp. 1, 3 Figure 2: UNBC International Students by Tuition Fee Category ( ) Source: UNBC IDART International Student Profile, p. 48 Table 7: Citizenship of UNBC International Students Source: UNBC IDART International Student Profile , p. 1

31 Final November 8, Figure 3: UNBC International and Canadian Students Annualized Headcount ( ) Source: UNBC IDART International Student Profile, p. 45 Figure 4: Location of Previous Education of UNBC International Students Source: UNBC IDART International Student Profile , p. 3

32 Final November 8, Figure 5: Origin of UNBC International and Canadian Students ( ) Source: UNBC IDART International Student Profile, p. 36 Figure 6: Gender of UNBC International and Canadian Students ( ) Source: UNBC IDART International Student Profile, p. 29

33 Final November 8, Figure 7: Age Profile of UNBC International and Canadian Students Source: UNBC IDART International Student Profile, p. 16 Figure 8: Marital Status of UNBC International and Canadian Students Source: UNBC IDART International Student Profile, p. 32

34 Final November 8, APPENDIX 2 BC STATISTICS Table 8: International Student Enrolment at BC Post-Secondary Institutions by Program Type (September 2005) Source: RKA 2006, iv Table 9: Long-Term Enrolment at BC Public Post-Secondary Institutions ( ) Table 10: Short-Term Enrolment at BC Public Post-Secondary Institutions ( ) Source: BCCIE 2005, 4 Table 11: BC University Short and Long-Term Enrolment by Program Type ( ) Source: BCCIE

35 Final November 8, Figure 9: BC Enrolments by Institutional Type Source: BCCIE Table 12: Top Ten Source Countries for Long-Term and Short-Term Enrolments in BC Long-Term Enrolments Short-Term Enrolments Source: BCCIE Figure 10: Long-Term & Short-Term BC International Student Enrolments by Region Source: BCCIE