Recruiting StudentAthletes Internationally? Try International Secondary Schools – A World Of Opportunities Brought Closer by Dr. Eric Zillmer Director of Athletics, Drexel University Dr. Anastasios Kaburakis Attorney at Law, Assistant Professor of Management & Sport Business, St. Louis University Annie Constantinides (M.A, M.Sc, MBA) Director of Athletics, American Community Schools of Athens
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It is a well-established fact that universities in the United States are examining processes of expanding into the international market by attracting students from all over the world. This global strategy by U.S. universities and colleges expands their footprint, increases partnership with international educational and research agencies, and brings cultural diversity to a campus. International student recruiting has also become a good business model for American universities. As a result, U.S. institutions of higher education have committed increasing amounts of resources and infrastructure support in order to attract international students. If higher education entities are motivated in recruiting globally, why should intercollegiate athletics lag behind? Over the last decades there has been an increase in participation in U.S. intercollegiate sports, with over 60,000 student-athletes competing in over 90 athletic conferences at over 1,000 NCAA membership schools. The main mission of athletics departments is to foster competitive and academic excellence. Most recently, there has been a specific focus on recruiting international student-athletes to bring diversity as well as competitive excellence to athletics departments. There are many benefits in recruiting international students to participate in university varsity athletics programs. But international student-athletes can also bring a complexity to the institution’s admissions process as well as expose potential obstacles and pitfalls. Recruiting the “right” international student-athlete to a U.S. university will avoid some of the problems that can be associated with international recruiting. This paper is intended for U.S athletics department to review some of the opportunities and issues that may present themselves in the ever-changing landscape of recruiting international student-athletes and why recruiting student-athletes from international secondary schools may provide a good fit.
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The Landscape of Modern U.S. Intercollegiate Athletics American athletics department serve the purpose of advancing excellence in athletics within an academic context. This is singularly unique to higher education in the U.S. Sports programs associated with universities outside of the U.S. are organized relatively loosely, perhaps comparable to U.S. university club teams (e.g., England, South Africa). Often organized athletics are absent from the culture of the university (e.g., Germany). University presidents and alumni in the U.S. have embraced an educational focus that includes competitive athletics. As a result, the athletic performance of teams in many universities has become a valued but complicated business and plays a major role in the shaping of an institution’s identity and pride. Because of the investment in intercollegiate athletics and its competitive context, most student-athletes are recruited out of high school as well as internationally. In modern intercollegiate athletics the coach has become a specialized professional in an increasingly competitive and expensive setting. Today, the college coach orchestrates a complex program that includes coaching, fundraising, recruiting, and managing budgets and personnel. Coaches are now most often evaluated on their performance alone and it is in the coach’s and institution’s best interest to have their teams perform at their greatest capacity. For many schools, athletic success has become the front porch of a university.
Within the past year, the approximately 400 Division I membership schools of the NCAA have reorganized and passed a proposal that provides the larger conferences in Division I autonomy to pass their own rules as the "Big 5." The Big 5 is the 65 schools in the following five conferences: Big 12, SEC, Big Ten, Atlantic Coast, and Pac-12. These new legislations include, providing scholarships to student-athletes that represent the real cost of college attendance, increased medical coverage, support for degree completion programs, and travel for parents to and from athletics contests, among others. These most recent legislative initiative will have positive implications
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for international recruits, since international recruits are by nature more expensive and more resources may now be able to be directed towards them. Those allowable resources may very well include additional travel, including having parents travel to championships, increased medical insurance (Zillmer & Tinker, 2005), and the full cost of tuition. As a result it will make it easier for international student-athletes to manage their experience in the U.S. Athletics has become a business and key international recruits can be the catalyst of a championship-caliber team. Thus, the international student-athlete can present an incredible opportunity for an athletics department, because they may have specialized athletics skills, a diverse cultural background, and an emotional maturity beyond that of a U.S. peer. Oftentimes, however, an athletics department recruiting an international applicant also presents a “mixed” bag. In the U.S., not only are there vastly different educational institutions in terms of size, private versus public, but also significant cultural geographic considerations (north versus south). In addition, college athletics in the U.S. is a specialized business that has not been replicated anywhere else in the world. Matching this set of characteristics to an international recruiting model can be challenging. However, there are high-school systems, namely international secondary schools, throughout the world that have adopted a more U.S.-centric curriculum and educational culture. Many of those schools have competitive athletics programs and are considered elite academic schools within their domestic educational culture. Furthermore, English is a primary educational objective and therefore these students from international secondary educational institutions are much better prepared, culturally and educationally to enter U.S. college and universities as an international student-athlete. The International Secondary School Athletics department can be more proactive by reaching out to international secondary schools since they can provide great opportunity for international student recruits that are skilled in athletics as well as in academics. Given the growth of technology-based recruiting and a web-based admissions processes managing such a process is much more accessible than ever before. While there are clear advantages to recruiting internationally, there can be many pitfalls for the international student-athlete recruit attending an American college. Those include a complicated admission and eligibility process, as well as homesickness and adjustment once the international student-athlete is admitted. By reaching out to secondary international schools such obstacles will most likely be minimized because these international educational schools are organized closer to the educational culture of high-schools and colleges in the United States. Specifically, many secondary international schools adhere to an American curriculum (e.g. the American Community Schools of Athens, Greece – ACS Athens), focus on teaching English as
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a second language, are used to travelling internationally for competition, and have competitive sports programs that are similar to U.S. high schools. Worldwide, there are an increasing number of International Educational Organizations, whose member schools are accredited and provide academic and athletic opportunities similar to schools in North America. For example, ECIS (European Council of International Schools) consists of 389 member schools from regions within Europe and outside of it as well. The NESA organization (Near East South Asia Council) consists of more than 42 member schools (i.e., American overseas schools). Furthermore, within these geographic regions there are a number of Athletics Conferences such as: • ISST: International Schools Sports Tournaments; serves 24 member schools with conference tournaments for a number of sports • SCIS: Sports Council of International Schools; serves 11 member schools • CEESA: Central and Eastern European Schools Association; serves 18 member schools • MESAC: Middle East South Asia Conference; serves 7 schools
• Communication with a number of educational professionals is straightforward, such as, school coach, athletic director, counselor and teachers if needed • Student athletes recruited by such institutions are already familiar with the American educational culture and system, thus having a better chance of “fitting” in, minimizing chances of dropping out and returning home. Thus, there may be a smoother transition from high school to college and it may be easier to find a “best fit” opportunity not only for the student-athlete but also for the university • Student athletes from international secondary schools provide a cultural diversity that is sought after by higher education institutions in North America When dealing with student-athletes in the United States, the recruiting process is a relatively established one, with timelines of communication and specific procedures by which the athlete is seen and assessed by the coach. Recruiting international students, however, has been often associated with significant pitfalls and obstacles. The
Athletics has become a business and key international recruits can be the catalyst of a championship-caliber team. Each of these conferences and each affiliated membership school have a rigorous sports calendar based on seasons similar to those of North American high schools. Furthermore, their student-athletes participate not only within their country in local competitions, but also travel and compete in a number of international locations. There are a number of significant advantages in recruiting studentathletes from international secondary schools including: • Classes, grading system and high school culture are similar to U.S. culture and aligned to college sports culture and NCAA eligibility criteria • Standardized Testing and results are readily available • Educational support system are available including counseling, college counseling, registrar’s offices, availability of information and easy accessibility • Complete and thorough “portfolio” of student-athlete (as opposed to reaching out to clubs or national basketball federations and the international governing body)
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admissions process is always more complicated. Different cultures have different primary education systems and they don't always translate well into the American college system. In most cases English is not the student’s primary language and this will present some difficulties especially in universities that have rigid academic standards. In some countries (e.g., Egypt) English versions of transcripts are not available or difficult to translate. Once admitted, the NCAA eligibility center must also clear the recruit, which can be difficult to manage with international student-athletes. Often, transcripts and core courses have to be tediously translated line by line. Recruitment is typically later for international students so their high-school course work will probably be completed and it would be difficult to add courses that are required to become eligible. These obstacles of recruiting international student-athletes, however, are minimized when dealing with international secondary schools. In general, U.S. universities that have an international portfolio, international affairs office, English as a second language programs, and majors in international business are in a much better position to deal with the complicated admissions review process of international student-athletes. This is particularly true when it comes to securing Visas and
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interpreting immigration laws, which is a complicated process that athletics departments are not equipped to navigate. There are some unique challenges with U.S. immigration laws, and given the current political climate regarding immigration and the current Global War on Terrorism, these are only going to be more restrictive and complicated in the future. As a result, schools that do not have those resources to navigate the international recruiting process are at a disadvantage. Recruiting from international secondary schools, however, equalizes many of these issues and takes the mystery out of the process. Playing abroad is often associated with significant homesickness, problems in adjusting (Zillmer & Weidensaul, 2007) and difficulties with language. These adjustment issues are entirely natural, but can mimic symptoms of mild depression and apathy. For international studentathletes it is best if there already exists a culture of international students in the University and the athletics department. For example, at Drexel University, nine percent of our studentathletes are international. In other cases international student athletes may not be aware of the vast cultural difference of the U.S., for example rural versus urban, northeast versus south, and make poor choices in selecting a U.S. college. For the most part, however, international students increase the diversity and cultural fabric of any department. They bring a different perspective to problem solving and, besides the additional athletic prowess, are interesting people from interesting countries. In this regard, they fit well into the overall educational mission of a university. Recr uiting student-athletes from international secondary schools can also lessen the problems of adjustment for U.S. athletics department, since those students are already immersed in an international context, have a more international perspective, and are often used to traveling. Practical Considerations when Recruiting from International Secondary Schools In order to reach out to international schools, one must not only “think out of the box” but also “ACT out of the box” since the traditional recruiting norms may not apply. What does this mean? There are three key elements to keep in mind when engaging in international recruiting including: 1. Learn and be aware of the regulations governing your sport and school athletic affiliation; “use” your
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institution’s admissions department resources, specifically your compliance director – when in doubt, he/she will have an answer 2. Use technology to your advantage and to your athletes’ and prospects’ advantage 3. Develop a recruiting strategy that you can adhere and commit to, given your limitations (e.g., geographical region, budget, etc.) To clarify the above, here are key points that are essential in successful international student/athlete recruiting, including NCAA Division I, II, and III institutions: 1.REGULATIONS a.Amateurism and professional teams competition (Bylaw 12.2.3.2.1) Provided they do not receive more than actual and necessary expenses, prospective studentathletes may participate and compete on professional teams (e.g., top European leagues) prior to enrollment. This is important to know since a number of athletes that are recruited participate in international club competition. b.Eligibility – Delayed Enrollment – Seasons of competition (Bylaw 14.2.3.2.1) Prospects have a one-year period (Exceptions for tennis, six months post HS graduation; skiing and ice-hockey, 21st birthday rule) post-high school graduation to “test the waters”; however, it is prudent to have them enroll at the earliest opportunity subsequent to their high school graduation. For every season of competition after that one-year period they will be assessed a season of collegiate eligibility and will need to redshirt their first year before playing for their college team. i. Know TOEFL/IELTS test scores acceptable by institution; coordinate action and recruiting communications with admissions and international services staff on campus ii.Encourage prospects to register with Eligibility Center (EC) at the earliest opportunity; place on IRL ASAP; problems due to time consuming transcripts’ translation, graduation certificate issuance, dissemination to NCAA EC; promptly follow-through with regional academic/ athletic administrators as well as NCAA EC staff
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c. Know international academic standards’ application for a particular country, use NCAA formula to compute applicable GPA, and support prospects’ preparation and standardized tests efforts; if international/U.S.-based educational institution, work with school administrators, counselors, coaches, and utilize NCAA High School portal for core courses. d. For the sport of basketball, review recruiting calendar and plan toward FIBA international competitions (particularly U16 and U18 men and women) if they fall within permissible periods; also monitor international expansion of exposure tournaments and events, as well as international school tournaments. For other sports, look into appropriate world governing body calendars.
Student-athletes from international secondary schools provide a cultural diversity that is sought after by higher education institutions in North America 2.TECHNOLOGY and recruiting Modern technology has done away with geographical boundaries to a great extent. It is therefore prudent to utilize technological means in order to minimize costs and to expand the available options. a.In reality, technology is cheap and convenient; including video calls for face time with prospects (Skype, Google hangouts, viber, tango, et al.) b.May accept “friend” or “follow” request even before the first permissible date to send electronic correspondence (Interp. 11/20/13, LRIC 12/5/13) c.Twitter, tumblr, Facebook, Google+, Pinterest, Instagram, and LinkedIn… May include info on athletics program, but no direct recruiting info toward particular prospects d.Keep in mind that any type of electronically transmitted correspondence (e.g., e-mail, facsimile, instant message, text message, SnapChat, etc.) is OK if private. Email encompasses social media communication-equivalents e.g., Twitter "direct message," Facebook messenger, Instagram Direct, etc. BUT not email equivalent if messages are accessible to other users of the service or application (e.g., Twitter "@replies" or "mentions," Facebook wall-to-wall feature) (Ed. Column, February 10, 2014) e.International prospects early adopters of new media and technology, particularly via mobile, so coaches need to be alert and monitoring trends (Lockerdome, ItsMyPlay, Fanzlive)
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3.STRATEGY a. Utilize available campus, local, regional, and web resources, faculty, mentors, and other potentially contributing actors. Frequently international recruiting will necessitate assistance from key allies speaking the same language, understanding the culture of country/ region of prospect’s origin, ensuring prospects and their families will feel secure, confident, and comfortable b. Work with administrators and campus units (admissions, international services, etc.) as well as each international community’s regional leaders; support networks may help international student-athletes (ISAs) throughout studies and post-graduation, and key institutional constituents may prove instrumental for the overall success of ISAs c. Budgetary requests should be balanced in view of key international competitions (watch several prospects early enough); demonstrate key difference-makers from each conference and strategically negotiate with Athletic Director/SWA
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d. Network with international coaches via clinics, tournaments, and invest time and effort in bridge building. Pipelines are built through close relations of trust and commitment among coaches internationally; in addition, these relations may help both ISAs and U.S. players secure post-graduation professional options e. Be honest and truthful with all stakeholders, prospects and their families, and coaches. Explain clearly and simply how recruiting and the college sport system works, your particular program’s financial situation, and the benefits derived f. Advise ISAs to make sure they have the correct SEVIS/ I-20/student visa immigration documentation g. Keep in mind that a good 10-month timeframe (average) is what is needed from the beginning until the end of an international recruiting endeavor
Summary NCAA athletic departments can be vibrant, dynamic organizations that touch upon the pulse of a University’s
Sources: Zillmer, E. A. & Tinker J. R. (2005). Review of Traumatic Brain Injury in Sports: An International Neuropsychological Perspective. Applied Neuropsychology, 12(4), 234-235.
Dr. Eric A. Zillmer is the Director of Athletics and Carl R. Pacifico Professor of Neuropsychology at Drexel University in Philadelphia. Now in his 17th year as Director of Athletics, Zillmer oversees all components of the Division I Athletics Department. Zillmer has lived abroad for 22 years and completed 14 years of education in Germany. He has written extensively in the area of sports psychology, and his books have been translated to an international audience including Czech, Chinese, Turkish, Korean, and Portuguese. Zillmer@drexel.edu Dr. Anastasios Kaburakis is an Assistant Professor in the Department of Management, John Cook School of Business, Saint Louis University. Before completing his MS and PhD degrees at Indiana University, he practiced law in Greece and coached basketball at the high school, junior club, professional, and national team level. For over 15 years he has researched issues of international student-athletes, amateurism, recruiting, eligibility,
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heartbeat. Successful programs can bring together the academic community and alumni, not to mention a geographic region providing a spirit that would be difficult to match otherwise. Athletics can be the nexus of campus life and therefore provide an unprecedented experience for international student-athletes to participate in. Navigating the landscape of intercollegiate recruiting can be daunting, but it has also proven to be a most rewarding and meaningful arena for intercollegiate athletics. International student-athletes provides a unique opportunity for U.S. university athletics departments, one, however that can also be associated with hidden risks, pitfalls and obstacles. Those can often be minimized when recruiting from international schools that already have adopted a similar educational and athletic culture. This paper outlined some of the practical advantages for recruiting international student-athletes from international secondary schools. We attempted to demonstrate that these international recruits are represented in many international secondary schools worldwide and often decrease the obstacles and complexities in recruiting internationally. As a result, recruiting student-athletes from international secondary schools can play a meaningful, valued and important role in intercollegiate athletics and university life.
Zillmer, E. A., & Weidensaul, R. (2007). Clinical Sport Psychology in Intercollegiate Athletics. Journal of Clinical Sport Psychology, 1, 210-222.
and advanced policy proposals through consultation with NCAA membership, conference commissioners, athletic directors, compliance officers, coaches associations, international governing bodies, and key policy actors in national committees' settings. He is founder and manager of Nomos LLC, an international consulting firm. Annie Constantinides is the Director of Athletics, Summer Camp & Recreational Programs at ACS Athens for over 15 years. An ACS Athens alumnus with a career in professional sports as an athlete and a long tenure in event management, particularly in multi sport competitions (Olympic Games and Special Olympics). As an athletic administrator and educator, her recent focus has been providing first quality athletic competition in the international school setting as well as collaborating with higher institutions in order to provide opportunities for international student athletes.
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