grant application
DESCRIPTION
This was an assignment during my master's degree program.TRANSCRIPT
GRANT APPLICATION
Improving International Student Services
in the Pennsylvania State System of Higher Education
April 6, 2011
Grant Application
Improving International Student Services
KUTZTOWN UNIVERSITY Department of Political Science
in the Pennsylvania State System of Higher Education
BY
NARGIZA JEDWAB
4/6/2011
Needs statement and related research
Summary
Research shows that international students bring financial, cultural and intellectual
benefits to education in the United States (Verbik & Lasanowski, 2007). By interacting with
American students and scholars at home and through exchange programs abroad,
international students form enriching and lasting educational experiences and partnerships.
Studies suggest such relationships can boost America’s global competence and national
security (NAFSA1, 2003). Studies also suggest that international students represent some of
America’s brightest academic and labour workforce; without them some universities would
not be able to run certain academic programs (Barber, E. & Morgan, R., 1987). International
students also bring other economic and educational benefits to the United States (NAFSA
Task Report, 2003). However, many international students report experiencing hostility and
discrimination during their time of study in the U.S. They frequently share these experiences
with their peers in their home country influencing the peers’ decision to study abroad
(Brender, 2004; Kane 2002, Lee & Rice, 2007, etc.). In addition, their experiences may be
associated with a lack of resources in universities, resulting in a failure to meet students’
needs. Therefore, in order to retain and attract international students, educational
institutions should create conditions to improve student satisfaction (Lee, 2010); and state
and local governments should support these efforts by passing laws that would enable such
developments.
Foreign policy benefits
1 National Association of Foreign Student Advisors, now called Association of International Educators
The awareness of international issues is integral to security in the United States.
Studies show that forward thinking leaders are influenced by international educational
exchange. By studying cultures and languages and by living abroad, people gain a better
understanding of differences and similarities of the cultures there are around the world.
International education provides a way to build relationships, foster goodwill and mutual
partnerships among countries. As a NAFSA Task Force (2003) reports: “We must continue to
nurture our greatest foreign policy asset: the friendship of those who know our country
because we have welcomed them as students.” Thus, by welcoming international students,
the United States instills an appreciation for its values, culture, political values and
institutions. The NAFSA report further states: “The ties formed at school between American
and future foreign leaders have facilitated innumerable foreign policy relationships. The
millions of people who have studied in the United States over the years constitute a
remarkable reservoir of goodwill for our country, perhaps our most undervalued foreign
policy asset” (NAFSA Task Force Report, 2003, p.8). These relationships will also help the
United States to resolve the global threat of terrorism by enabling access of future foreign
leaders to education, since lack of such access “can nurture the isolationism,
fundamentalism and bigoted caricatures that drive anti-‐Western terrorism. After the
September 11 attacks, the more people who can experience this country first-‐hand,
breaking down the stereotypes they grow up with and opening their minds to a world
beyond their borders, the better it is for the U.S. security” (NAFSA Task Force Report, 2003,
p.6)
Economic benefits
International students are also contributors to the United States economy. It is
estimated that international students and their dependents spent on average $ 13.5 billion
in 2005/06 (Institute of International Education, 2007). Moreover, more than 70 percent of
undergraduate international students pay full tuition; and since they cannot receive
financial aid, more domestic students can take advantage of the available assistance
(NAFSA, 2003). In addition, as U.S. law permits, some students remain in the country after
completion of their degrees and contribute to the U.S. economy and its long-‐term interests
by investing their resources (NAFSA, 2003). Former Secretary of Defense William Perry in his
address to the 1998 USIA-‐ETS conference, noted: “Attracting foreign students to study in
the U.S. is a win-‐win situation: it’s a win for our economy; it’s a win for our foreign policy;
and it’s a win for our educational programs” – and all the more so since September 11.”
Educational benefits
International students contribute to campus diversity by adding diverse perspectives
and broadening cultural understanding in and out of the classroom (Bevis, 2002 & Harrison,
2002). In addition, science, technology and engineering departments need the skills and
knowledge of international students and scholars in order to remain competitive in the
global market (Slaughter & Rhoades, 2004). International graduate students make a
significant contribution to research and teaching as well as the successful running of certain
academic programs. Survey results show that foreign students are an asset in engineering
education and without them training and research would suffer (Barber & Morgan, 1987).
Current problems
Research predicts that international student enrollment is going to be affected by
economic shifts, aggressive recruitment efforts by the U.S.’ competitors and other factors
that reduce the U.S.’ competitive edge. These factors include: high costs, immigration rules,
a complex educational system and integration of international students into American
culture. Furthermore, cultural and language differences can hinder students from adapting
to campus life. Studies show that many students encounter misunderstanding, lack social
support, feel isolated and have difficulty in making academic progress (Bohm et al., 2002;
Fischer, 2009; Li&Kaye, 1998; Lloyd, 2003; Robertson, 2000). Some studies have criticized
institutions and their role in excluding and marginalizing international students (Beoku-‐
Betts, 2004; Fox, 1994; Lee & Rice, 2007). International student service departments can
influence some of the impressions that international students have about education in the
U.S. A recent survey, conducted in one of the PASSHE (Pennsylvania System of Higher
Education) Universities, indicated that international student service departments have a
positive impact on students if they carefully cater to their needs. They should, however, do
more to ensure satisfaction so as to ensure retention and increase future enrollment rates
(Jedwab, 2011). It is important that they provide the highest quality customer service and
have the means to respond to student needs in a timely fashion.
Goals and objectives
The goal of this project is to improve the international student services within PASSHE.
The success of recruiting and retaining international students is dependent on the right
conditions for international students on U.S. campuses. This project is a continuation of an
initial study conducted in one of the universities within PASSHE in early 2011. The specific
objectives of this study should be:
1. To improve international student services in ways that makes students feel welcomed
and treated fairly. This will include ensuring international student services are
trained in cross-‐cultural communication. In some cases, it may be necessary to
employ staff with particular language abilities in order to ease communication
barriers.
2. To assist students in organizing events in order to encourage integration of
international students and international student services staff. The events popular
with students, according to the initial study, are: culture nights, trips to local sites,
food nights, out of town trips, banquets and others.
3. To provide opportunities for international students to meet local families. Some
students indicated their interest to meet locals, to learn more about American
culture and to share their own culture.
4. To provide international students with auxiliary services. In the initial survey students
expressed their need for public transportation. Thus, universities can ensure that
such transportation is available to students to travel to shopping centres and other
places.
5. To encourage the exchange of ideas among the PASSHE universities concerning which
projects have contributed most to student satisfaction;
6. To raise campus awareness about the benefits of diversity by conducting workshops
and promoting further research.
METHODOLOGY
The method employed in the evaluation of international student services will include
an anonymous electronic survey and a series of informal confidential interviews. The author
of this proposal, who utilized www.Surveymonkey.com, a trusted web source for the
development of research tools, will develop the survey and the interview questions. The
PASSHE administration is keen to cooperate in the evaluation of the international student
services and pursuant to the survey results, make appropriate improvements.
Survey
All PASSHE universities are willing to assist with collecting data. Each university’s
administrative office in charge of international student services will distribute the survey to
their international students via email, explaining its purpose and benefits. The estimated
number of students participating in the survey is a total of 1,200. The survey will be a
combination of a series of close-‐ended and open-‐ended questions, which will measure the
following:
1. What services international student administrations lack.
2. Whether students are satisfied with the support received at the international student
services.
3. How helpful the information on the International student services webpage is.
4. What aspects of campus life can help students to feel integrated.
5. What events students have enjoyed attending and what events should be organized.
6. What auxiliary services international offices should provide.
7. What other factors could improve their experience.
The data collected from the survey will be analyzed and interpreted using the
statistical software called Statistical Package for the Social Sciences (SPSS). The results of
the survey will be put together in a report and distributed to the PASSHE administration and
to state and local legislative bodies.
Interviews
While the survey is being completed, the researcher and her assistants will conduct
interviews with students who volunteered to participate. The participating universities’
administration will recruit international students to take part in the interviews. The research
team aims to interview ten students from each university. Students will be asked to come
forward by a certain deadline. If the number of students who volunteer exceeds the needed
limit, ten students will be randomly selected from the group to represent each university.
The research team will be provided with student contact information and arrange
interviews on university campuses. The students, who participate in the interviews, will be
asked to sign a waiver to release their contact details to the research team. The names of
students who participated in both the survey and interviews will not be disclosed. The
interviews will provide opportunities to capture important emotional responses to
questions that the survey cannot measure. The interviews will discuss: specific positive and
negative encounters at the international student service departments; suggestions of what
can be improved; what events students have enjoyed and what events should be organized;
what other services should be organized for students; how students get around town and
whether the international student services should have their own transportation services;
and others.
In order to complete the project within the allotted time, it will be necessary to
employ research assistants with skills to analyze the statistics and those that have good
interviewing and writing skills. In addition, clerical staff will be needed to assist in various
administrative tasks such as making interview appointments, arranging accommodation and
others as need arises. A report will be compiled at the completion of the interviews and
distributed to the PASSHE universities as well as local and state legislative bodies. If this
project shows that student satisfaction is largely influenced by the quality of international
student services, it follows that appropriate policy considerations can be made at the state
and local levels.
PROJECT SCHEDULE
Survey design
Survey sent
Reminders sent
Survey results collected
Survey results analyzed
Interviews conducted
Interviews analyzed
Reports produced
POLICY CONSIDERATIONS
The outcome of this project should lead the state and local legislature to
accommodate the need to sustain and improve international student experiences on U.S.
campuses. The evaluation is anticipated to show that sufficient resources are needed in
order to provide quality services. Specifically, as this research relates to publicly funded
universities, state and local governments will face a challenge to provide funding in order to
achieve excellence in campus programs and exchange programs and to enjoy the other
benefits associated with having international students. There are specific steps the
authorities can take in order to achieve these goals:
(1) Develop a strategic plan in consultation with the higher education community and
other related constituencies that articulates why international students are
important to the national interest (as described in the Needs section).
(2) Develop a recruitment strategy to bring students into local universities.
(3) Provide sufficient funding to enable universities to recruit highly qualified staff for
international student services. This follows that the DoE to provide appropriate
funding for administrative staff and to student integration activities and auxiliary
services.
(4) Provide opportunities for students to access information about available funding.
More specifically, make more private loans available to foreign students, particularly
loans that permit co-‐signers from abroad. For example, a good model for this is the
Duke MBA Opportunity Loan, which allows students to borrow $30,000 per year
with a 2% interest rate (NAFSA, 2003).
(5) Provide opportunities for tuition exchange programs where students from overseas
exchange place with students from the United States, which has proved to be a
success and is a minimal cost to both institutions (NAFSA, 2003).
(6) Provide scholarship programs in exchange for public commitments, which could
incorporate scholarship programs that include an out-‐of-‐state remission in exchange
for services to the local community and campus. These services could include
translation for local business and teaching in local schools about their countries and
cultures. Such a program has proven to be valuable in Oregon State University
(NAFSA, 2003).
(7) Provide internship opportunities for students during their matriculation years and
after completion of their degree programs. This effort should prompt state and local
officials to work with the federal government officials to pass appropriate legislation
that would remove excessive governmentally imposed barriers to access and
address the issues of cost and complexity.
(8) Provide funding for cross-‐cultural training workshops and awareness of its
benefits on campuses.
All these initiatives can be part of a strategic marketing plan. The proposed changes
are necessary for U.S. education to maintain its competitive edge with an overseas
audience. The evidence presented as a result of this research in combination with the
earlier research and federal government proposals (NAFSA, 2003) may be one of the many
factors to influence Governor Corbett to reconsider his controversial proposal of reducing
education funding.
Bibliography
Arasaratnam, L.A. (2005). Sensation seeking and international student satisfaction of
experiences in the United States. Journal of Intercultural Communication Research (34), 3,
184-‐194.
Barber, E. G. & Morgan, R.P. (1987). The Impact of Foreign Graduate Students on
Engineering Education in the United States Science, New Series, (236), 4797, 33-‐37
Brender, A. (2004) ‘In Japan, protection or prejudice? Government slashes number of visas
issued to Chinese students’. Chronicle of Higher Education 50(38): A37.
Hunter, Bill., White, George P. & Godbrey, Galen C. (2006). What does it mean to be globally
competent? Journal of Studies in International Education (10), 267-‐285
Lane, K. (2002, June 6) So where are you from?. Community College Week 14: 2.
Lee, J. J. (2010). International students’ experiences and attitudes at a US host institution:
Self-‐reports and future recommendation, Journal of Research in International Education,
9(1) 66-‐84
Lee, J.J. & Rice, C. (2007). Welcome to America? International student perceptions of
discrimination. Higher Education (53), 381-‐ 409
NAFSA (2003). In America's Interest: Welcoming International Students. Strategic Task Force
Report on International Student Access.
Verbik, L. & Lasanowski, V. (2007) International Student Mobility: Patterns and Trends.
London: Observatory of Borderless Higher Education.