Benefits Of International Student Recruitment

In the article, “Colleges Adapt to New Kinds of Students from Abroad,” Karin Fischer (2011) explains the increase of foreign students in U.S. universities leads to make more problems in campus and how universities are trying to overcome those problems and help foreign students to adapt to campus. Fischer explains the increase of the foreign undergraduate students due to the support from foreign governments. Fischer quotes Wesley Young, the director of services for international students and scholars at the University of California at Davis, to discuss that the increase of foreign undergraduate students especially requires more care and help than graduate students. While older students know what they need to do and what to do in U.S. university,

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700.

Some of these benefits include: promoting the understanding of different cultures, allowing students to be part of an environment where ethnic, racial, and geographic stereotypes are broken down, and creating a welcoming atmosphere for students of all races where they don’t feel like spokespersons for their race. Student diversity in a public University allows students to experience other cultures, and to be exposed to a variety of different viewpoints and ideas. By interacting with individuals of all backgrounds, students would be better prepared to face the obstacles that arise with the diverse workforce. In educating the leaders of America, UT believes providing a diverse learning environment is beneficial for nonminority and minority students. UT believes that a critical mass of students from under-represented racial groups is necessary to promote these educational benefits. Lastly, part of UT’s educational mission is to provide exceptional educational opportunities along with contributing to the advancement of society. UT states that the educational benefits that come from student diversity have a huge impact on the educational mission it’s seeking to accomplish. In order to keep its educational promise to current and future students UT states it needs a diverse student

This report examines if the internationalization of Canadian Post-Secondary campuses is ethical. Internationalization in higher education refers to a number of activities including the mobility of students, institutional partnerships and programs, and the transnational marketing and delivery of programs (Garson, 2012). According to the research in the Garson’s journal, four different possible rationales for internationalization in higher education include: the political, the academic, the culture and social, and the economic factors . When looking at the Canadian International Student Strategy, two provinces host the majority (68%) of international students or (180,000) with Ontario hosting 42% and British Columbia (BC) 26% respectively (CBIE, 2014). Although, internationalization is multi-faceted, this report will focus on the economic impact for post-secondary campuses and the larger contribution that international students make to the Canadian economy and whether there are ethical implications with the comparison of the ethical theories. Additionally, both domestic and international students’ perspectives are discussed to determine the ethical impact on their experiences.

The international students enroll in advanced research programs that highlight their contributions to the host country.

It must not also be motivating for foreigner students when Americans can not relate, rarely showing interest in adventuring themselves in the road of language discovery. But not all Americas are like that. According to the US Census 2000 brief, 18% of the total US population 5 years old or over spoke a second language at home (Shin, 2003). These 18%, for instance, comprise a group of Americans that mostly come from families that just recently immigrated to the United States, and tend to be more sympathetic towards multiculturalism. College students who grew up in families like this are more likely to develop a broader world awareness, creating a diversion in the perception that all American students are oblivious to other cultures and

One of the many benefits to higher education include cultural experiences. This is learned by interacting with students from other nations. International students are more readily available in the college atmosphere.

Moreover, the survey suggests that the reason why international students stay together is because they have different cultural values from Americans. In her blog “The Truth: Americans Reveal What They Really Think of International Students,” Jessica Stahl, who works for Voice of America, reports from an American student's answer that “There's always a group of two or more in my classes and they rarely try to talk to us...” Christine from Texas A&M University answers “I sometimes do not share the same values or norms as international students do, nor the same culture.” This reveals one important point, which is that because of not sharing the same values and culture, it is very hard for international and American students to bridge the communication gap between them. Furthermore, it is not only Americans that think so, but also international students. One international student answers in the blog that “Most of the international students in my social environment are from Asian countries and thus they are brought up in a similar culture to me and I find it easier to communicate with them not because we have similar ideas but we are used to live our lives in a more similar way compared to Americans.” (“The Truth: Americans”). Thus,

The economic contributions of international students is one of the most obvious reasons that countries like the U.S. are very willing to admit international students to their colleges. Take the international students in the U.S. as an example. NAFSA conducts an annual state-by-state and congressional district analysis of the economic contributions of international students and their families to the U.S. economy. International students and their families created or supported 340,000 jobs and contributed $26.8 billion to the U.S. economy during the 2013-2014 academic year, according to NAFSA’s latest economic analysis. For every 7 international students enrolled, 3 U.S. jobs are created or supported by spending occurring in the following sectors:

While many foreign students come to the United States for the benefits given to them by their country, coming to the U.S. has opened more than just economic doors for them because the new generation of foreign students are more open and available to facilitate discussions on controversial issues in their countries. It has also taught them American values such as responsibility and dependence, and has provided them with much better school systems.

The United States of America in the eyes of the world is a place full of dreams, full of hope and a place where civil liberties are being uphold. People of all different background, different social and financial status flock to America for various reason. Some people come to America to escape religious and political persecutions; some come to escape the horrors of war; some come to find a better life for their family; and many more will come for a better education. From the depictions of Hollywood, pop-cultural and the tiny sections that are shown on the media, the world sees the American educational system as the best in the world. With diverse student population, friendly faculty and staff, the latest technology, and the most resources available to its student, America is the place to study. International students with full excitement pack their suitcases and say goodbye to their families; however what lies ahead of them is not the glamor that the media portrays, but rather harsh discrimination that comes from negative stereotypes await them.

The United States accommodates the largest pool of international students globally, with over one million students choosing to extend their education and life experience in the US. The number has grown since the 1950s and continues to grow due to the quality of teaching offered and the multi-cultured environment that allows for wholesome growth and unforgettable life experience. Additionally, the prospect of getting into the US labor market has made international students prefer the US as a study destination. The number of universities and colleges offering a broad range of courses has also grown thereby encouraging more

My project is about the Crossroads Community Center. Crossroads is an organization focused on campus diversity. Crossroads originate many successful activities to engage on-campus diversity. Such as African American History Month, Latino Heritage Month and Sustained Dialogue. But the issue of Crossroads now is that there are less international students paying attention to. Therefore, this project is to assist Crossroads find a better solution to attract more international students. As an international student, I know the life situation of international students. Without family and close friends support, international students study abroad because they eager to know different cultures. However, not all international students achieve their goal

“America preaches integration, but practices segregation” (Malcolm X). I open with this meditative quote from Malcolm X because it is the very foundation that this essay sits on. To explain, when international students are applying for colleges, guidance counselors tend to highlight opportunities in the US. This is solely because the universities in America seem promising. They know how to write compelling statistical data on diversity in their “About Us” sections and they have the most convincing people in their administration offices for recruiting. Therefore, foreigners feel comfortable to travel miles to live in an unknown territory because of promises made by deceitful Americans.

A quantitative survey consisting of eight main sections and demographic information was given to international students at a Western United States land grant university. The survey’s eight sections assessed students’ level of agreement in the eight following categories: personal life, cultural concerns, academics, university programs, health care, safety, and the International Students and Scholars Office (ISS). The questions were evaluated on a standard 5-point Likert type scale. In addition, open-ended responses were elicited for country of origin and religious beliefs to ensure possibly answers were not omitted by the research team. Questions were divided into the eight categories to make the survey process easier for respondents while also preserving internal validity of the questionnaire. The survey was sent via email through the ISS office to the entire international student population of 862 students. 63 students responded to the survey, giving a response rate of 6.54%. This was significantly lower than the researcher’s target of 25%, but the response rate was typical for this student population (Porter & Whitcomb, 2007).