Trends and insights to inform growth and innovation strategies in international higher education.

April 24, 2016

Transnational Education: A University World News Webinar in Partnership with DrEducation

Transnational and cross border education webinar chaired by Rahul Choudaha DrEducation

University World News will be hosting a free webinar in partnership with DrEducation, LLC on the theme of emerging trends and issues related to the growth and quality of transnational education.

To secure your participation, register for the webinar today by clicking the link below:

Tuesday, May 24, 2016 11am-12noon New York | 4pm-5pm London 

Transnational Education: Growth at the Expense of Quality? 

Cross-border delivery of higher education is becoming a financial necessity for some institutions and a strategic differentiation for others. Transnational education (TNE) takes many forms ranging from joint-degrees and branch campuses to recent emergence of technology-enabled learning. While TNE has provided new opportunities for global engagement and expansion for many institutions, these models often come with challenges of quality. Is growth of TNE dependent on more flexible standards of quality? Or, are we stifling innovation in TNE by putting too many barriers for experimentation?

• Rahul Choudaha, PhD, (Chair), Principal Researcher & CEO, DrEducation, LLC &
• Nigel Healey, PhD, Pro-Vice-Chancellor (International) and Head of College, Nottingham Trent University
• Jason E. Lane, PhD, Vice Provost for Academic Planning and Strategic Leadership and Senior Associate Vice Chancellor, State University of New York
• Elizabeth J. Stroble, PhD, President, Webster University
• Stéphan Vincent-Lancrin, PhD, Deputy Head of Division and Senior Analyst, OECD

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Keynote at Centennial College on the Role of Higher Education in Fostering Social Entrepreneurship

Keynote on international higher education and social entrepreneurship by Rahul Choudaha DrEducation
Centennial College is Ontario’s first community college. It is also celebrating its 50th anniversary. Centennial is recognized as one of the most culturally diverse post-secondary institutions in Canada. Located in Toronto, it primarily serves the Greater Toronto Area through four campuses.

I am honored to deliver a keynote at the Social Innovation Summit on the role of higher education in empowering social entrepreneurship. Austin et al. (2006) in their article Social and Commercial Entrepreneurship: Same, Different, or Both? note that "the underlying drive for social entrepreneurship is to create social value, rather than personal and shareholder wealth."

I will be building on World Bank's definition of empowerment as “the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes.”

Higher Education play a integral role of empowering social entrepreneurs through learning experiences--academic and experiential--which in turn helps students develop their capacities as future social entrepreneurs. Higher education also serves as an important connector of current and future talent and resources.

Look forward to the event.
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March 21, 2016

Presenting at NAGAP on supporting and engaging international graduate students through the lifecyle

A recent Bloomberg BusinessWeek article, "The Selling of the American MBA", noted that "the number of U.S. citizens taking the main business school entrance exam, the GMAT, dropped by a third from the 2010 to 2015 testing years, which run from July 1 to June 30, while the number of foreign nationals taking the test rose almost 19 percent, according to the Graduate Management Admission Council...International candidates accounted for 58 percent of the applicant pool at full-time MBA programs in the U.S. in 2015, according to GMAC."

Roger Martin, former dean of University of Toronto’s Rotman School of Management notes that "Ramping up international admissions is a temporary fix….And helping foreign graduates land well-paying jobs in the U.S., which is what most of them aspire to, may prove a big headache.”
This prime example from B-schools indicates widening gap between expectations and reality of jobs and internships among international students. In addition, to career, issues of acculturation and campus engagement are also becoming more prominent. Another story from the Wall Street Journal noted "Colleges need international students in part for the tuition revenue, but language and cultural barriers make assimilation a struggle." In a previous Forbes article, Di Hu, principal coach, and I urged institutions to build programs and practices that break institutional silos to improve international student experiences.

I have the honor of chairing a session at NAGAP, The Association for Graduate Enrollment Management, Annual Conference in Nashville, TN to discuss the emerging issues and best practices related to international student success from the perspective of Graduate Enrollment Management (GEM). NAGAP defines GEM as "a systematic approach to managing the graduate student lifecycle from initial awareness to alumna/alumnus by integrating the core functions associated with the enrollment and support of a graduate student." The session will bring diverse institutional perspectives on how to balance current focus on input metrics (increasing numbers) to outcomes (ensuring success) through the student lifecycle. The panel comprises of the following experienced professionals:

- Thomas P. Rock, EdD
Vice Provost for Enrollment Services 
Teachers College, Columbia University

- Jewell G. Winn, EdD
Executive Director for International Programs and Deputy Chief Diversity Officer
Tennessee State University

- Dan Chatham
Director of Graduate Programs
University of California, Riverside

The session is scheduled for Thursday, April 14th from 11:15 am to 12:15 pm. Look forward to session and I will be tweeting from the conference @DrEducationBlog.

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March 18, 2016

New Book-International Higher Education’s Scholar-Practitioners Edited by Bernhard Streitwieser and Anthony C. Ogden

"International Higher Education's Scholar-Practitioners: Bridging Research and Practice" published by Symposium Books brings to attention the importance of aligning research and practice in international higher education. The book editors are Bernhard Streitwieser and Anthony C. Ogden, two experienced international educators who pulled together leading "scholar-practitioners" from around the world to realize this pertinent publication. Despite their kind invitation to contribute, I missed the opportunity to be part of this book. However, I had the privilege to collaborate with the editors in different capacities. Berhanrd and I co-authored a piece on assessing the impact of internationalization. I also contributed a chapter on the future of global student mobility with Hans De Wit for Bernhard's previous book. Tony and I served together on the Editorial Committee of AIEA. Here are the perspectives from the editors on the context, need and flow of the book. They were also interviewed on FreshEd podcast.
- Rahul Choudaha

Q. What gap in the field of international higher education this book aims to address?
​This book was driven by an observation that nagged at us for years and we felt needed to finally be written about and put into the open for public discussion. When we looked closely at international education activity, two distinct categories seemed to exist: those who ‘do it’ and those who ‘study it’ – the practitioners and the scholars. Practitioners we felt were viewed as those who facilitate international education activity by managing all the details necessary for ensuring successful mobility and exchange for students and staff, whereas scholars were viewed as those who study the phenomenon and publish research on its meaning and impact but are removed from daily practice. These two groups were given distinct names as if they operated in completely distinct orbits, but we felt that dichotomy was overly simplistic and false and excluded the growing number of hybrid scholar-practitioners or practitioner-scholars—either order is fine—who we see routinely and actively engaging in both kinds of activities. We believed that the idea of the professional who spans both research and practice had for too long been largely overlooked by the academic and administrative structures governing U.S. higher education. We believe that in international higher education activity today there are many who by the very nature of their engagement clearly bridge both areas. It is therefore these bridge builders, these Scholar-Practitioners (SP), that this book set out to explore and profile. In inviting thought pieces and essays from a wide range of commentators in our field, we set out to create an academic, intellectual, and widely broad analysis of the SP as he or she is seen in our field and profession. We think that higher education administrators, researchers, faculty, teachers, policy makers, graduate students, and observers of international higher education will all find this book to be useful in furthering their exposure to pertinent topics and positions related to the internationalization of higher education and the advancement of both the field and the profession of international higher education.

Q. What are the primary objectives of the book?
With this book we wanted to tackle two main goals: first, to open a much-needed dialogue exploring the notion of the SP in international higher education; and second, to create a publication that would support and guide those new to this profession/field and for the growing number of graduate students seeking careers in international education. The intellectual discussions in each chapter take different approaches to exploring the meaning of the SP, while the final chapter shares each contributor’s unique personal story and professional pathway to becoming a scholar-practitioner. We chose to structure the book this way with the hope of inspiring both our peers and our students to appreciate the many different international educator profiles and realize how urgent broad thinking and the liberal utilization of a wide skill set has become. An added message of the book is to caution against international education graduate programs facilitating a linear approach to work in our field and profession. Rather than seeing students enter and leave a program with an unchallenged, single-minded focus, we hope the collective intellectual arguments and personal essays presented in the book will inspire all of us to realize our full potential to work broadly in the field and to utilize our wide skill set to enhance the profession.

Q. Please share how the book is organized and what are some of the highlights?
The book is divided into four major sections. Following a Foreword by Hans de Wit that lays out the broad mandate to engage in an exploration of the notion of the SP, the first section of the book includes chapters that introduce the SP in international higher education in historical and present day perspective. These chapters provide a definition of the SP relevant to international higher education (by Bernhard Streitwieser and Anthony Ogden); then an exploration of the dichotomy of the terms “practitioner” and “scholar” and an argument for a new action agenda (by John Hudzik); then a historical overview highlighting the most notable SPs of international education (by John Heyl), and a chapter identifying where SPs had a significant impact on the field over time (by David Comp). The second section of the book provides context-specific chapters related to the scholar-practitioner in the profession of international education. The section includes perspectives of a senior International Officer (Donna Scarboro), managers of ISSS offices (David Austell), large and small Study Abroad offices (Mandy Reinig) and program curriculum developers (Lou Berends and Giselda Boudin), those working in community colleges focused on internationalization (Rosalind Raby), and a view from the professional associations (Brian Whalen of the Forum on Education Abroad). The third section of the book includes personal essays and narratives intimately related to the role of the SP in advancing international education scholarship and practice in a variety of different settings, and include essays from Bruce La Brack, Elizabeth Brewer, Richard Slimbach, Michael Woolf, Gregory Light, and Jane Edwards. The final section of the book consists of instructional chapters that are related to the education and training of scholar-practitioners in relation to the future of international higher education and include essays by Darla Deardorff, Taylor Woodman and Katherine Punteney, Tamar Breslauer of NAFSA, and Fiona Hunter and Laura Rumbley. The book ends with a  collection of short personal narratives that share the diverse pathways each contributor has taken to becoming an SP of international higher education in his or her own right  today.

Bernhard Streitwieser is Assistant Professor of International Education at the George Washington University Graduate School of Education and Human Development. Streitwieser earned his PhD in International and Comparative Education from Columbia University, Teachers College, his MS in Applied Linguistics from Georgetown University, and his BA in International Relations and Minor in Spanish from the University of Virginia. He most recently published Internationalisation of Higher Education and Global Mobility in the Oxford Studies in Comparative Education Series with Symposium Books (2014).

Anthony C. Ogden is currently the executive director of Education Abroad and Exchanges and an adjunct assistant professor in Educational Policy and Evaluation Studies at the University of Kentucky. From May, he will move to Michigan State University, where he will direct one of the largest education abroad programs in the country. Dr. Ogden earned his bachelor’s degree from Berea College, master’s degree in International and Intercultural Management at the SIT Graduate Institute, and his Ph.D. at The Pennsylvania State University in Educational Theory and Policy with a dual title in Comparative and International Education. Ogden is a career international educator with numerous publications in the area of U.S. education abroad.
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February 27, 2016

Presenting at 2016 NASPA Annual Conference

NASPA is the leading professional association of 15,000 members focused on student affairs. The 2016 NASPA Annual Conference will take place from March 12-16 in Indianapolis. It is expected that the conference will attract over 5,000 professionals. The 2016 theme is focuses on the role of student affairs in "working across functional boundaries to assure the continued well-being of students, adapt to new regulations, and react to crises and the increasing scrutiny higher education is facing."

The conference also features NASPA International Symposium to "foster professional collaboration and exchange among an international community of practitioners and researchers in the field of student affairs and services.

In addition to the Symposium, the main conference will include several sessions on international education theme. For example:
- Beyond Orientation: Creating Connections to Help International Students Transition to Campus
- Applying Comparative/International Education Methods to Student Affairs Research and Practice"
- Examining Writing Challenges Faced by International Students

I will be chairing a session on "Metrics of International Student Success: From Inputs to Outcomes" on Monday, March 14 from 10:00 AM - 10:50 AM in Meeting Room 245. Here is the abstract:

In times of increasing fiscal and competitive pressures, there is an unsustainable emphasis on increasing number of international students. However, institutions need to balance current focus on input metrics (increasing numbers) to outcomes (ensuring success) through the student lifecycle. This will require a collaborative, proactive and long-term approach that invests in student success. This interactive session will discuss experiences and strategies in achieving international student success.

The co-presenters are:
- Lisa Bardill Moscaritolo, Dean for Students at Pace University
- Xavier Romano, Vice President for Student Services at Eastern Oregon University
- Thomas P. Rock is Vice Provost for Enrollment Services at Teachers College, Columbia University.

I will be tweeting from the conference using #NASPA16 and #intlsymp16

Look forward to Indianapolis!

- Dr. Rahul Choudaha
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February 17, 2016

Presenting at 2016 AIEA Annual Conference

Innovation in global engagement session by Rahul Choudaha at AIEA 2016
2016 AIEA (Association of International Education Administrators) Annual Conference in Montreal will be attended by over 700 participants from over 30 countries. The conference is mostly attended by institutional leaders (Senior International Officers) who are engaged in advancing the international dimensions of higher education.

I will be chairing two sessions at the conferences:

Tuesday,02/23 10:45am-12noon
Innovation in Global Engagement: What Works, What Doesn’t (Roundtable)
Innovation is defined as a process of creating value within constraints. In an environment of increasing complexity and change, infusing innovation in internationalization can help differentiate and shape the future of a university. This interactive session aims to discuss a range of innovative strategies and models that advance global engagement with a focus on what works and what doesn’t. • Jeffrey Riedinger is Vice Provost for Global Affairs at the University of Washington. He previously served as Dean of International Studies and Programs and faculty member at Michigan State University. Dr. Riedinger earned a Juris Doctorate from UW School of Law as well as master’s and doctoral degrees from Princeton University.

Wednesday, 02/24 9:15am-10:30am
Metrics of International Student Success (Panel presentation)
Defining metrics helps institutional leaders to track, monitor and assess their international enrollment strategies from the lens of what matters most—student success. There is a need to shift metrics from the current focus on inputs (increasing the numbers) to outcomes (ensuring the success).This interactive session brings together expert panelists to discuss how they define metrics of international student success and how they achieve them in line with the larger goals of campus internationalization.
• David L. Di Maria is Associate Provost for International Programs at Montana State University. He earned a B.A. and M.Ed. from the University of North Carolina at Greensboro and a doctorate from the University of Minnesota. Di Maria is a 2015-2016 AIEA Presidential Fellow and the 2016 chair of NAFSA’s International Enrollment Management Knowledge Community. He regularly presents and publishes on critical issues and trends impacting international higher education.
• Kathleen Massey, University Registrar and Executive Director (Enrolment Services), McGill University Kathleen Massey is the University Registrar and Executive Director of Enrolment Services at McGill University. Massey has held leadership positions in the Association of Registrars and the Universities and Colleges of Canada (ARUCC). She is currently the Chair of the national ARUCC Groningen and Study Mobility Task Force in Canada. She is a proud leader of the award-winning Enrolment Services team at McGill. Massey earned an MA in Leadership from Royal Roads University.

The conference program includes many interesting and insightful sessions. I will be tweeting about the session @DrEducationBlog #AIEA2016.

Look forward to an engaging conference.

Dr. Rahul Choudaha
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February 14, 2016

Update from IUNC Conference Miami 2016

speaker on international education insights and strategiesI had the privilege to deliver the keynote at the International Universities Networking Conference Three Trends Shaping Global Higher Education and its Implications for Institutional Strategies." I highlighted on the impact of changing demographics, shifting student decision-making processes, and maturing educational technologies on institutional growth and innovation strategies.
(IUNC) in Miami on "

Here are highlights from a couple of interesting sessions:
  • Building Bridges at Home for Collaborating with International Partners 
Katrin Hussmann Schroll, Director of Admissions University of Maryland Carey School of Law
Polly Lawson, Assistant Dean for Graduate Studies University of Virginia School of Law
Steven Richman, Senior Director of Global Initiatives Maurice A. Deane School of Law at Hofstra University
The presenters highlighted the experiences of a consortium of law school professionals to recruit international students for LL.M. programs. In times of limited resources, it is an interesting example of pooling resources and expertise. Prima facie institutions may  be competing but for international student recruitment they are collaborating, sharing data and achieving mutually beneficial gains.
  • Challenges and Issues of Internationalization for Japanese Local Private Universities
Dr. Masato Ogawa, Chair of the Department of International Education, International Pacific University, Japan
Dr. Ogawa highlighted that often government policies are skewed towards favoring the already established large, reputed public universities that is driving homogenization of higher education system. There is less and emphasis on capacity building and diversification. This is hindering comprehensive internationalization.

Next IUNC Latin America conference will be in Rio de Janeiro, Brazil on March 10–11, 2016.
The flagship conference, IUNC Eurasia will be in Moscow, Russia from May 11-13, 2016.
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February 05, 2016

Enhancing success and experiences of Chinese students for sustainable enrollment strategies

I co-authored "With poor job prospects for Chinese students, is it still worth investing in a US education?" with Di Hu. The article published in South China Morning Post highlights that institutional focus on recruitment and enrollment expansion must match with the investment in campus services to support their success. Here is an excerpt from the article:

investing in career and job success will help Chinese student recruitment

The number of Chinese students in the US rose from 81,127 in 2007/08 to 304,040 in 2014/15, an increase of 275 per cent in seven years, according to the Institute of International Education.

This skyrocketing growth resulted in a corresponding increase in their estimated financial contributions to the US economy, from US$2 billion in 2007/08 to US$9.5 billion in 2014/15, according to Nafsa: Association of International Educators.

The rapid growth of Chinese students was a boon to US higher education as many institutions were feeling the pressure of budget cuts after the 2008 global financial crisis.

With this unprecedented rise of international students came the challenges of integrating them and satisfying academic, social and career expectations. Many institutions have struggled to adapt.

In public institutions, international students pay two to three times the tuition fees of their American counterparts. Chinese students are the most attractive segment for US colleges and universities as they are more likely to enrol at undergraduate level than the next biggest source country – India – whose students tend to take shorter master’s programmes.

In addition to visa constraints, Chinese students often find themselves underprepared for the fierce competition in the US job market. The barriers to cross-cultural communication and confidence which existed at the college admission stage linger. But the stakes are even higher.

We estimate that, this year, nearly 100,000 Chinese will graduate from US universities. Most want to work in the US at least for a few years before returning home. However, given the job search challenges, many are forced to return before they can gain any work experience. On return, many “sea turtles” question the value of the investment in studying abroad.

Many US institutions are now worried about the effect of China’s economic turbulence on Chinese going to study in America. However, their bigger concern should be the doubts among Chinese families and students about the return on their investment. Institutions must invest more in the success and experiences of Chinese students as a part of their sustainable recruitment and enrollment strategies.

Related media links:
Related research articles:
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January 30, 2016

NAFSA Washington Leadership Meeting 2016

With 10,000 members NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange. NAFSA annual conference typically attracts over 8,000 professionals. [This year's conference will take place in Denver, CO from May 29 to June 3. I'm especially looking forward to it as I earned my PhD from University of Denver.]

Managing an association of this size and scope requires strong strategic planning and implementation in collaboration with members and association staff. NAFSA achieves this very effectively through its staff, board and volunteer leaders.

A large number of NAFSA members volunteer each year to help create and disseminate knowledge, influence public policy, and maintain a strong organization. These leaders serve on committees, knowledge communities, and task forces. At the same time, serving in a leadership capacity for the association offers a unique opportunity for personal and professional growth.

Last week, I was in DC as a part of my volunteer leadership role (yes, that snowstorm week and staff and members did a great job in planning and improvising with all the logistics). I have been attending and presenting at NAFSA for several years and in 2014 I was elected to the member-leader Chair stream of International Education Leadership Knowledge Community ( IEL KC). IEL KC supports aspiring, new and experienced senior international officers who provide the vision and build commitment for comprehensive internationalization. IEL KC plans and delivers a diverse set of sessions, workshops, networking opportunities, and resources for senior leaders, including Hot Trends for SIOs and the Symposium on Leadership. [Here is a piece from International Educator on SIOs]

As I continue into my third year as a part of the Chair stream, I found my experience as a volunteer leader to be very fulfilling. It provided an excellent opportunity of learning from the colleagues who are committed to and passionate about making an impact in the field of international education and bring diverse background and expertise to the team. I would encourage international educators to get involved and lead.  Here is a photo from the opening meeting with President Fanta Aw addressing new and returning volunteer leaders for 2016 during the Washington Leadership Meeting.

While there are many resources on NAFSA website, here are two resources I would like to highlight:
  • Internationalization strategies increasingly need to be evidence-driven and data-informed. NAFSA Research Connections summarizes new research and provides opportunities for discussion and applications.
Look forward to Denver 2016.

- Dr. Rahul Choudaha
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January 26, 2016

New Book on International Student Mobility by Bista and Foster

Global Perspectives and Local Challenges Surrounding International Student Mobility, edited by Krishna Bista and Charlotte Foster, explores comparative research regarding the implementation of effective strategies needed when working with native and non-native individuals in educational settings. The book offers perspectives from international student experiences, as well as views on current mobility trends, immigration policies, and challenges with cultural expectations. It includes a range of insightful chapters including "International Students in Community Colleges" and "International Student Mobility Trends between Developed and Developing Countries", and "A Review of Literature on Adjustment Issues of International Students: Recommendations for Future Practices and Research". This publication will be an important resource for educators, policymakers, and university staff who interact with international students.

How did you decide to write a book on international student mobility?
This book is a result of our friendship and dedication to the field. In the early days, Dr. Bista explored his journey as an international student in the United States by comparing and contrasting educational and cultural differences. He started writing early research on this topic. He was very familiar with the obstacles and circumstances many international students have to work around and through in order to study in a foreign country. As both of us (Dr. Foster and Dr. Bista) began studying together as graduate students, we had more and more conversations surrounding these phenomena. As we began the work to build a research journal dedicated to these topics, we quickly realized the need to develop a more comprehensive resource for faculty, staff, and students to use to navigate the journey for more effective international student interactions.

What are the current issues and challenges in international students in the US?
As you will see from the context of this book, Global Perspectives and Local Challenges Surrounding International Student Mobility, international students face multiple challenges while studying abroad. Immigration policies can be prohibitive, cultural expectations of both the student and the host culture can be difficult to navigate, and university policies often need to be revisited and rewritten in order to support international student challenges and needs. These are just a few of the issues facing the growing international student population.

How does your book address the gap in the field?
As faculty members at different state institutions, we observe on a regular basis the need for more research that addresses the issues and challenges facing faculty and staff at the university setting. This book provides examples of institutional and classroom practice and policy that may be used by higher education institutions to begin the process of welcoming internationalization. By broadening the research base of information pertaining to this growing higher education population, this resource supports the sharing of best practice in order to accommodate the new phenomena of internationalization on our higher education campuses.

Krishna Bista is Assistant Professor of Education in the School of Education at the University of Louisiana at Monroe, USA. His areas of interest include international student studies, multicultural education, and leadership practices. Dr. Bista is founder/editor of the Journal of International Students, a quarterly publication in international higher education. He is also associate editor of the Journal of Interdisciplinary Studies in Education. His recent publications appear in the Journal of the Scholarship of Teaching and Learning, International Journal of Doctoral Studies, College Teaching, and The Educational Forum. Dr. Bista is an active review board member of serval academic publications including Kappa Delta Pi Record (Routledge), Sociology Compass (Wiley), International Journal of Leadership in Education (Routledge), Journal of Leadership and Organizational Studies(Sage), Journal of International Education Management (Emerald), Journal of Research in Education (EERA), and Current Issues in Education (ASU). He teaches educational leadership practice, multicultural education, and research and statistics.

Charlotte Foster is currently an Assistant Professor at Missouri Western State University in St. Joseph, Missouri. She serves as the mathematics and multicultural education specialist for the Education department at MWSU. She most recently piloted an innovative program that provided future teachers more hands on opportunities to work directly with a socioeconomically and ethnically diverse population of elementary students while learning to teach mathematics. Dr. Foster holds a specialist and doctoral degree from Arkansas State University where she focused on Educational Leadership. Dr. Foster and Bista have collaborated since 2011 on multiple projects including producing the Journal of International Students, which serves as another exceptional resource for international student experiences and research. Dr. Bista serves as the Editor in Chief of that journal and Dr. Foster is an Academic Advisor. The creation of the journal in 2011 was a major catalyst for the colleagues to begin work on their three current publications pertaining to international student issues and research, which are all published by IGI Global.
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International Student Success Training


Transnational Education: A University World News Webinar in Partnership with DrEducation

University World News will be hosting a free webinar in partnership with DrEducation, LLC on the theme of emerging trends and issues rel...


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