Meeting the Needs of International Students in Higher Education Institutions Steven B. Permuth, Ed.D.
‘Mid pleasures and palaces though may we roam, be it ever so humble there is no place like home.’ However sentimental his words may be, American playwright John Payne (1791-1852) reminds us that one of the principle goals of higher education institutions (HEIs), whether universities, colleges or community colleges, is to make their campuses and environment as much of a home away from home as possible. For international students in particular, this new “home” is not merely a place to live. Rather, the HEI should be viewed as a place where integral elements work together to deal with such issues as language proficiency, social support, and networking, and where the academic and operational wings of HEIs are the foci of institutional support, advising and teaching. These issues must be addressed through institutional prioritization and cooperation in order to make the physical and intellectual environment one of student achievement and success, all within a “home” that is safe and secure for them. HEIs cannot and should not be viewed as independent entities without a cogent and focused plan of operation, from admittance to graduation, within an articulated and funded plan of action. International students are considered to be those who study in another country for all or part of their higher education. In 2013, there were approximately 4.5 million international students attending HEIs throughout the world; 8 million are projected for 2025.1 Current data reveals that the largest host countries for these students are the United States with a record high of 820,000 students, the United Kingdom at 488,000 students, and China at nearly 345,000 students.
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In turn, 2011 data indicates that some 284,000 American students studied abroad during that year, with the United Kingdom being their first choice (35,000 students chose to attend school there). Of great interest is that the top three countries that send students to others for study are in Asia, led by China (29% of their student population studies abroad), India (12%) and South Korea (9%). Of particular interest to higher education, as well, is that the fields of study selected by international students coming to the United States are in areas of focal concern, namely the STEM disciplines (e.g., Engineering, Math, Computer Science, Physical and Life Sciences), with 42% of students majoring in these fields.1
If HEIs are looking for economic strength, cultural diversity, and academic excellence, international students can be instrumental in helping to achieve these goals.
Data from the United States Department of Commerce shows that international students contributed over $24.7 billion to the U.S. economy in 2012, with nearly 65% of these dollars coming from personal and family funds and 21% coming from HEI support. In addition to possible future gifts from international students and their families, the admittance of over 800,000 students into the U.S. education system enriches the diversity and fabric of higher education and facilitates students’ entrance into the globalized, technologicallydriven world we are now part of.1 Universities recognize that the impact of international students goes beyond economic metrics and financial contributions to the community. While tuition costs above those of resident students are unquestionably valuable, of equal importance are contributions around sustainability, advancement of physical facilities and services, potential alumni resources external to normative developmental and fundraising activity, and vibrant economic infusion to the local/regional community. Further, any university
that dedicates itself to diversity and globalization by deed, not talk, views international students as part of a rich fabric that deepens and expands the intellectual parameters of a high-quality education. International students have much to offer.
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students – one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences. The opportunities for enhancing the financial base, diversity and academic programming of HEIs appear to be a wonderful journey to entertain; however, there are several critical needs of the international student that must be addressed in order to provide a positive student experience that achieves these outcomes for the institution. There is an abundance of research to concur with a senior university administrator at a major public research institution when he shares that “everyone says [our institution] is global, but that is only the case when the rubber hits the road and the planning, problems and concerns are addressed.” Recognizing these concerns (and their interrelated nature) through planning, knowledge and foresight can help work toward a mutually satisfactory engagement for all. These issues, widely identified in research, can be viewed in the
broad categories of language proficiency, social support and networks, and academic/ operational vision and support.2
LANGUAGE ISSUES
Culture, for any individual, is normatively described by one’s beliefs, values, relationship norms, conduct, and language. Lacking English skills would undoubtedly cause an element of culture shock for international students, and it is erroneous to assume that all of these students come ready to speak, write, and comprehend English. Researchers agree that language skills are the most challenging issue for the majority of international students.2,3 In their groundbreaking work on the international student experience, researchers Yeh and Inose emphasize that “a lack of English skills is likely to affect international students’ academic
performance, and academic difficulties in turn may affect their psychological adjustment to college life.”2 Further, of critical importance is that this language difficulty may hinder the development of needed social support and networking skills with host and other visiting international students. Although programs may exist in students’ countries of origin to help with some issues, HEIs should also offer dedicated multilingual experts and international student advocates with experience in admissions, counseling, medical practice, and legal practice or understanding (e.g., visas, certification, taxes). A student from the United Kingdom, interviewed for this paper, expressed that he had difficulty and felt stressed while trying to understand the various processes involved in meeting the requirements of the different bureaucracies with
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which he was in contact. He noted, “If I am having trouble as a native English speaker, I worry for the people for whom it is a second language, no matter how proficient they are. The vagueness and complexity can seem baffling.”4 In addition to offering on-campus guidance from dedicated staff, providing strong language enrichment and academic assistance programs can further support international studies in their studies. Research finds that international students share the observation that the most difficult learning problems are in writing, oral comprehension and communication.2,3 Language difficulties also create challenges around the effective management of study and reading time, and they may impede students’ ability to work with others in group activities. As will be discussed next, with respect to relationships and social support, it is not hard to imagine the problems international students may have with these, due to language difficulties.
SOCIAL SUPPORT AND NETWORKS
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When international students come from other countries, it is likely that they are separating from direct family emotional support and functioning in a minimal or non-English speaking and writing environment. Entering into a world of forms and processes, establishing oneself in a new home, and worrying about how to act in a different country is a life change that can be very difficult to handle. As Yeh and Inose share, the breadth of support lost when one becomes an international student can result in mental and health concerns, academic difficulties, financial problems, homesickness and other challenges.2 Despite widespread adoption of the English language outside of the U.S., such issues may also affect American students studying abroad.
In particular, international students often face difficulties in social networking, as they may lack language, communication, and interpersonal skills that would enable them to effectively work with faculty and students at the host institution. This prevents the institution from gaining the knowledge and cultural diversity perspective these students might otherwise share. Lack of social support can also result in failure in academic achievement, a central goal of both the individual and the host institution going unmet. International students who study in the United States are sometimes viewed as fitting into several categories. 5 “Self-segregators” are those who interact solely with members of their own nationality and culture. “Ethnic Global Mixers” are those who socially and perhaps academically interact with ethnicallyand culturally-like students, but do not interact with the host nation students. There is also a subcategory of this group – those who socially mix across
all international boundaries, but not with students of the host nation. Finally, a large number of international students may be described as “Inclusive Global Mixers;” these students socially connect with national colleagues, other internationals and students of the host country. Regardless of the group one may fall within, a lack of social contact/ interactions can interfere with various activities needed for student achievement (e.g., study groups, or meetings with professors). This is not to say, however, that HEIs cannot have a profound impact on the quality of social support and networks that provide for the successful experience of international students. In fact, HEIs can play a very important role by helping to coordinate social events, integrative study groups, cultural dinners, and other opportunities for social exchange that would serve to welcome international students. Emphasis and effort here is more than noticed by international students and their parents.
Academic service and support for international students is particularly critical because the issues these students bring to a college campus are not necessarily the same as those of domestic students. Concerns around immunization, immigration, filing taxes, financial aid, and dormitory and social needs are likely to be different and more complex; as such, they need the unique attention of advisors prepared to work with such issues with great sensitivity and patience. Of additional concern to HEIs is recent research indicating that retention remains an issue among international students who come to the U.S. Recruiting and admitting these students is not the same as retaining them.
ACADEMIC/OPERATIONAL VISION AND SUPPORT For an HEI to demonstrate meaningful commitment to its visiting students, it must view the international student program as central to the core of the HEI and not merely as an auxiliary enterprise. Commitment is characterized by a sense of centrality, supported with adequate resources, within the mission, strategic goals and plans of the HEI. Successful host universities have the following in place: carefully defined processes to recruit and retain international students, intensive and systematic orientation programs throughout students’ attendance period, and dedicated efforts around the provision of safe, secure and effective systems for student success. Addends to these exist in the articulated support of administration, faculty and staff committed to international students and their experience abroad through their integrative teaching, scholarship, and work.
From the academic perspective, this means working with international students to overcome any obstacles they encounter, and understanding how to identify students who may be struggling. HEI support entails a readiness to work with students on important personal issues. It means examining the research on international students and the challenges they face, and gathering student feedback through formative and summative assessments. Finally, HEI support necessitates the hiring of multi-lingual support personnel throughout both the academic and operational wings, and hosting ongoing cooperative sessions with staff and students.
In sum, this approach requires looking at academic programs as key elements to facilitate HEI support of and communication with international students.
A national survey conducted by NAFSA: Association of International Educators found that institutions identified transferring to a “better fit” institution financial reasons, and academic difficulties
67% 64% 62%
as the top reasons for which international undergraduate students leave their institutions before completing their degree.
Interestingly, the survey found that the students themselves were more focused on financial issues, citing dissatisfaction with a lack of access to jobs or internships
37% 36% 62%
affordability, and a lack of scholarship availability
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Given this research, it is apparent that there is much to be aware of in terms of HEI focus. The research also highlights how essential it is that the academic and operational arms of HEIs be viewed as inseparable parts of one team. While operations might have primary oversight of campus facilities and food services, it is the academic value added to the framework, integrated with these entities, that make HEIs a student-centered, caring community where student achievement and success are the ultimate goals. What is especially critical is that the academic and operational aspects of the HEI work in tandem through an articulated planning process, to make academic achievement a central goal of both areas of institutional leadership. Integral to this process is the involvement of international leadership in the planning, implementation and assessment of student achievement goals. Throughout this process it is action, not rhetoric that counts.
FA C I L I T I E S
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Though not fitted with all the literal comforts of home, universities should strive for excellence in both educational and housing facilities. In their 2014 study, “Academic Buildings and Their Influence on Students’ Wellbeing in Higher Education Institutions,” researchers Muhammad, Sapri, and Sipan identify six aspects of academic buildings that are important to students’ well-being: comfort, health and safety, access and quality of facilities, space provision and adequacy, participation and inclusiveness, and interaction.7 They also note that the specific items most emphasized by students are thermal conditions, internet access, furniture, duration of access, availability of refreshment facilities, and availability of discussion rooms and personal workstations.
When one thinks of a collegiate experience, one might assume the discussion is about universitycontrolled housing; however, that is not the total picture. Housing is certainly a primary focus; as such, careful deliberation is needed for all students regarding the safety and security of the domicile. International students, however, may also need translation support for emergency needs, selection of roommates, facility issues or use of facility equipment. Of particular concern for international students are changes that may occur during vacations and holidays, as these students may not travel home during these times when the campus is otherwise “closed.” They need to be cognizant of changes regarding housing, food service, or transportation.7 In addition, housing needs to recognize that technological access should be a “given” for international students so they can effectively communicate with faculty
Of additional importance to student housing, especially oncampus housing, is the need to make sure that these facilities are viewed in the context and as part of student success and achievement.
and students at the university and with family and friends from home. Keeping in mind that one size does not fit all, care needs to be taken to create bright and welcoming spaces for study groups as well as quiet spaces for individual work. Furthermore, the study habits of undergraduates and graduate students are not necessarily the same in terms of academic time spent on campus; graduate students typically spend more time in the evening working on research and laboratory assignments. Graduate students tend to need larger spaces for their work and professional discourse. Of further importance is the availability of quality food for students who arrive “home” during later hours. Other facilities that can serve to welcome international students focus on creating an environment that supports student achievement through opportunities serving the physical and psychological needs of all students. These fall within the articulated and implemented rubric of wellness, fitness, personal support, and food. WELLNESS services and amenities are designed to address students’ needs through advisors/counselors who are professionally trained to deal with concerns around decisionmaking, wellness, and other common issues that may impact international
students (e.g., separation from home, making friends, and involvement in student activities). Planning and success here also informs the HEI in its plans to attract and retain a thriving international student community.
(e.g., international dance programs). If there is no on-campus fitness facility, ideally students will have access to a local health club and the university will make transportation arrangements that allow for easy transit.
It is also a truism that wellness exists as a matter of both mind and body. To this end, an HEI advances its commitment to international students by providing quiet places to pray or reflect, and by working with religious leaders who can provide services to students, as they desire. In doing so, the HEI also advances its sense of community engagement, especially if the institution collaborates with local religious leaders to create a framework of outreach to the community encompassing the HEI. Such a commitment recognizes international students’ needs for self-reflection and prayer, as well as their need to find a sense of spiritual belonging in their “home away from home.”
PERSONAL SUPPORT services and amenities are designed to help with students’ personal needs. These include the provision of wellrun childcare sites and services, convenient places to purchase food and personal items, campus security, dry cleaning, and local transportation.
FITNESS amenities are designed to maintain students’ physical health through well-maintained and ideally on-campus facilities which may offer fitness programs, weight loss support, and dietary counseling. For both international and domestic students, many universities offer exercise classes that reflect other cultures
FOOD is a critical component of creating a welcoming experience for students, particularly those with specific cultural preferences. Superior campus foodservice providers offer high-quality options and focus on nutrition and healthy preparation of foods. Conscientiousness of the needs of international students can be accentuated by culture-specific service stations in cafeteria-style operations, special dinners offered throughout the year, appropriate and healthful snack foods in dormitories, on-campus vegetarian and vegan options, communication about cultural food sites throughout the community, and having international students work with food services to host cultural “healthy cooking” gatherings.
In addition, it can advance the standing of the institution among its international students to hold regular meetings with chefs and chief foodservices personnel to discuss food issues of relevance such as food selection, use of authentic ingredients, or preparation. Such meetings convey an institutional message of concern and support for the international student body.
CONCLUSION
While this paper cannot discuss in great depth all of the issues it describes, a key takeaway is the need for HEIs to support international students through carefully articulated systems that provide the facilities, food and academic support necessary to ensure their success. In taking these steps, the university can establish a welcoming environment that ensures the safety, security and well-being of its students, while also furthering its own standing in an increasingly globalized world without boundaries. While higher education institutions may never entirely be a “home away from home,” with effort, enthusiasm and commitment to international students, they can take a major step toward becoming that place of choice.
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MEET THE AUTHOR Dr. Steve Permuth currently serves a Professor of Educational Leadership at the University of South Florida. He has taught at both levels of graduate and undergraduate education with emphasis on policy and school law and has authored/co-authored ten books and fifty articles. He has provided collegiate administrative leadership for almost 20 years in private and public institutions throughout the country including roles such as Director of Research, Assistant Dean of the Graduate School, Dean of Education and Health Sciences, and Provost and Vice President for Academic Affairs. Dr. Permuth is not representing the University of South Florida in his authorship of this paper.
REFERENCES Institute of International Education. (2013). Open Doors Report on International Change: Fast Facts. Retrieved from http://www.iie.org/opendoors 1
Yeh, C., & Inose, M. (2003). International students’ reported English fluency, social support satisfaction, and social connectivism as predictors of acculturative stress. Counseling Psychology Quarterly, 16(1), 15-28. 2
Sawir, E., et al. (2012). International Student Security and English Language Proficiency. Journal of Studies in International Education, 16(5), 434-454. 3
A. Smithers, Graduate Student in Sociology, University of South Florida, Student Interview, July 25, 2014. 4
Rose-Redwood, C., & Rose-Redwood, R. (2013). Self-segregation or Global Mixing?: Social Interactions and the International Student Experience. Journal of College Student Development, 54(4), 413-429. 5
Retention is a Growing Issue as More International Students Come to U.S. (2014). The Chronicle of Higher Education. Retrieved from http://chronicle.com/ article/Retention-Is-a-Growing-Issue/146807/ 6
Muhammad, S., Sapri, M., & Sipan, I. (2014). Academic Buildings and Their Influence on Students’ Wellbeing in Higher Education Institutions. Social Indicators Research, 115(3), 1159-1178. 7
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