International Educator - September/October 2015 - 46

FORUM

n  Other

incentives provided by the company to build infrastructure on campus and
additional global initiatives.
n  Can elevate the visibility of international
students and make them a priority for everyone at the institution much more quickly
than internal staff members in an international student services and international
admissions office may be able to accomplish.
Risks:
n  Lack of control over recruiting practices,
the manner in which the institution is represented at recruiting events, and the financial
arrangements between recruiting agents
and the families as well as the agents and
the company.
n  The pathway employees on campus
implementing and managing the program
are accountable to the company, not the institution. Therefore, the institution has no
control over employee actions and behavior.
n  Pathway employees work directly with
entities across the campus on behalf of
the pathway students; not all international
students on campus. This can skew the
perceptions by faculty and staff regarding international student needs on campus. It can

also create tension between the staff members
who are responsible for international student
services on campus addressing the wide range
of needs of all international students.
n  A pathway program may compete directly
with a noncredit intensive English language
program on campus, diverting revenue from
an institutional program and limiting the
program's opportunity to offer conditional
admission to students.
n  Admissions staff may be required to give
priority processing to pathway student applications, thereby delaying processing for
more qualified students who could be full
admits, running the risk of losing those applicants to other institutions.
n  Offering less qualified students admission
may impact the institution's reputation with
students who can directly enroll at the institution and their parents and agents. It may
create the perception that the institution is
not competitive, especially in Asia.
n  Pathway programs may create two separate international student "communities" on
campus that may experience conflict. The
full admit students may feel that the pathway
students tarnish their reputation and cause
faculty and fellow students to have the mis-

ADVERTISER Index
IN TE R N AT I ON A L ED U C ATOR

| S E P T + O C T. 2 0 1 5

AIEA: Association of International Education Administrators . . . . . . . . . . . . . . .42
Akar Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Ascension Benefits & Insurance Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
College Year in Athens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Cort Furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
ELS Educational Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover
ETS-TOEFL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside front cover
ETS-GRE SS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover
International Education Fairs of Turkey (IEFT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
NACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
NAFSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Spring International Language Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
StudentUniverse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
USAC: University Studies Abroad Consortium. . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Qatar University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

46  

INTERNATIONAL EDUCATOR S E P T + O C T.15

conception that all international students
have low English proficiency and need additional support.
n  Pathway students tend to have a greater
need for student support programs, which
can easily overwhelm those programs' resources, and they may need more support
than a faculty member can provide in a class
with a large enrollment of pathway students.

Laying Groundwork
There are several other considerations that
each institution should take into account
when deciding whether or not to establish a
pathway program:
n  Evaluate the following: if the institution
were to invest the same amount of resources
to establish the infrastructure in-house versus outsourcing it, would it be better for the
institution in the long run to control its own
recruiting strategy and increased support
structures for all international students?
Conduct a cost-benefit analysis with specific enrollment goals. Generally, the pathway
provider earns all tuition revenue during the
pathway year and the institution earns the
nonresident tuition revenue from the subsequent years of study. Financial arrangements
can vary greatly, though, and are generally
proprietary information.
n  Conduct research regarding the reputation of the pathway provider and the
experience of other institutions partnering
with the company in the United States or
abroad. Institutions in the United Kingdom
and Australia have had pathway programs
for a long time and a few U.S. institutions
also have experience now.
n  Become a member of the American International Recruitment Council (AIRC),
which provides peer-reviewed independent
certification for recruiting agencies to ensure ethical practices and transparency and
educates institutions of higher education regarding partnering with these entities. AIRC
also offers membership to pathway programs.
n  Determine how a pathway program vets
its agencies. If your institution has chosen,
for example, to utilize AIRC-certified agencies, does the pathway program require the
same level of review?



Table of Contents for the Digital Edition of International Educator - September/October 2015

Contents
Supplement Contents
Going Home to Teach
A Little Goes a Long Way
Opening a Window on the World at Columbus State University
Frontlines: Framing the Discussion
In Brief
Foreign Student Affairs
View From Out Here
Forum
In Focus
International Educator - September/October 2015 - Cover1
International Educator - September/October 2015 - Cover2
International Educator - September/October 2015 - Contents
International Educator - September/October 2015 - 2
International Educator - September/October 2015 - 3
International Educator - September/October 2015 - Frontlines: Framing the Discussion
International Educator - September/October 2015 - 5
International Educator - September/October 2015 - 6
International Educator - September/October 2015 - 7
International Educator - September/October 2015 - In Brief
International Educator - September/October 2015 - 9
International Educator - September/October 2015 - 10
International Educator - September/October 2015 - 11
International Educator - September/October 2015 - 12
International Educator - September/October 2015 - 13
International Educator - September/October 2015 - Going Home to Teach
International Educator - September/October 2015 - 15
International Educator - September/October 2015 - 16
International Educator - September/October 2015 - 17
International Educator - September/October 2015 - 18
International Educator - September/October 2015 - 19
International Educator - September/October 2015 - 20
International Educator - September/October 2015 - 21
International Educator - September/October 2015 - A Little Goes a Long Way
International Educator - September/October 2015 - 23
International Educator - September/October 2015 - 24
International Educator - September/October 2015 - 25
International Educator - September/October 2015 - 26
International Educator - September/October 2015 - 27
International Educator - September/October 2015 - 28
International Educator - September/October 2015 - 29
International Educator - September/October 2015 - Opening a Window on the World at Columbus State University
International Educator - September/October 2015 - 31
International Educator - September/October 2015 - 32
International Educator - September/October 2015 - 33
International Educator - September/October 2015 - 34
International Educator - September/October 2015 - 35
International Educator - September/October 2015 - 36
International Educator - September/October 2015 - 37
International Educator - September/October 2015 - Foreign Student Affairs
International Educator - September/October 2015 - 39
International Educator - September/October 2015 - View From Out Here
International Educator - September/October 2015 - 41
International Educator - September/October 2015 - 42
International Educator - September/October 2015 - 43
International Educator - September/October 2015 - Forum
International Educator - September/October 2015 - 45
International Educator - September/October 2015 - 46
International Educator - September/October 2015 - 47
International Educator - September/October 2015 - In Focus
International Educator - September/October 2015 - Cover3
International Educator - September/October 2015 - Cover4
International Educator - September/October 2015 - SCover1
International Educator - September/October 2015 - SCover2
International Educator - September/October 2015 - Supplement Contents
International Educator - September/October 2015 - S2
International Educator - September/October 2015 - S3
International Educator - September/October 2015 - S4
International Educator - September/October 2015 - S5
International Educator - September/October 2015 - S6
International Educator - September/October 2015 - S7
International Educator - September/October 2015 - S8
International Educator - September/October 2015 - S9
International Educator - September/October 2015 - S10
International Educator - September/October 2015 - S11
International Educator - September/October 2015 - S12
International Educator - September/October 2015 - S13
International Educator - September/October 2015 - S14
International Educator - September/October 2015 - S15
International Educator - September/October 2015 - S16
International Educator - September/October 2015 - SCover3
International Educator - September/October 2015 - SCover4
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