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, interEDGE.org 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.