International Educator - November/December 2017 - 41

Policies & Practices

Systems & Technology

Seven Components
of an Effective
Admissions Office

Office Structure

successful admissions office
as reflected in the illustration
below, designed by Karl Stumo,
vice president of enrollment and
marketing at Concordia College.

Staffing

Instructional
Goals & Mission

Data

Developing a highly efficient
international admissions office
Leadership
requires staff training, diligence,
and a sense of humor. Formal
Seven Components of an
cross-cultural awareness and
Effective Admissions Office
comparative education training can be an effective way to
Image reproduced with permission from Karl Stumo
improve the productivity of an
inexperienced team. Recruiters
administrator for student services, often
need to learn about different communicaa vice president or assistant provost for
tion styles and cultural norms to counsel
prospective students. Credential evaluators enrollment management. However, within
the context of the international unit,
must have access to information on eduthere really is no typical office structure.
cational systems and transfer credits from
Depending on the institution's size and
outside of the United States. Processing
volume of applications, the international
staff may need support to accurately interpret and input personal data into a student admissions unit may comprise one or
many staff members who are responsible
information database. Ideally, managers
for global outreach, recruitment, applicaprovide all staff with opportunities to
tion processing, admissions, financial aid,
acquire and strengthen their professional
and marketing.
competencies while working in a multiWhatever the organizational structure
cultural setting. Furthermore, they should
might look like, it is imperative that colprovide individual feedback and a clear
lege and university leaders have carefully
direction of where the unit is heading.
assessed and addressed areas of administrative efficiency, accountability, and fiscal
Structure
management so they can justify operaThe second pillar of Stumo's diagram
tional changes.
relates to the organizational structure and
responsibilities of an admissions office.
Traditionally, domestic and international
Practices and Policies
admissions offices have been set up within Preserving institutional integrity and accua U.S. college or university's division of
racy throughout the international admisenrollment management. In this scenario,
sions process requires well-documented
directors of domestic and international
policies and practices. This constitutes
admissions report to the same senior
the third pillar in Stumo's diagram.

Inconsistencies in the evaluation
of foreign credentials and mishandling of student records are
not only embarrassing, but can
also be detrimental to an institution's reputation, and enrollment
outcomes may suffer. Therefore,
it is imperative that staff make
concerted efforts to review,
revise, and record internal business practices. Simultaneously,
it is important to remember
that each student case is unique
and may require some level of
professional discretion.
Institutions may also
experience unanticipated
complications when admitting
international students. These complications slow down institutional momentum and can introduce new risks for the
university. Strategic risk may include the
acceptance of falsified academic documentation, over-reliance on one student
market, and approval of fraudulent financial records. These risks pose challenges
to admissions practices and delay desired
outcomes. Drafting admissions policies
to address potential risks reduces exposure, expedites training time for new staff
members, and communicates consistent
protocols when handling similar yet distinct student cases.

Systems and Technology
The fourth pillar of Stumo's diagram refers
to systems and technology as they relate
to enrollment management. Technology
has introduced higher education to an era
of immense data, increased globalization,
and access to information at lightening
quick speeds.
The ideal scenario would be a student
information system that allows staff from
N O V.+ D E C .17 INTERNATIONAL EDUCATOR

41  



Table of Contents for the Digital Edition of International Educator - November/December 2017

From the Desk of
Frontlines
In Brief
Global Spotlight: Iran
Quick Questions
Feature: The New Why of Partnering: International Partnerships Are Expanding Their Reach and Goals
Feature: Partnering Case Studies: Leveraging Unconventionality
Feature: Doing Well by Doing Good: Social Entrepreneurship is Evolving to Meet New Realities
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
Feature: A Healthy Balance
Feature: Mental Health: Leveraging Resources
International Educator - November/December 2017 - Cover1
International Educator - November/December 2017 - Cover2
International Educator - November/December 2017 - 1
International Educator - November/December 2017 - 2
International Educator - November/December 2017 - 3
International Educator - November/December 2017 - From the Desk of
International Educator - November/December 2017 - 5
International Educator - November/December 2017 - Frontlines
International Educator - November/December 2017 - 7
International Educator - November/December 2017 - In Brief
International Educator - November/December 2017 - 9
International Educator - November/December 2017 - 10
International Educator - November/December 2017 - 11
International Educator - November/December 2017 - Global Spotlight: Iran
International Educator - November/December 2017 - 13
International Educator - November/December 2017 - Quick Questions
International Educator - November/December 2017 - 15
International Educator - November/December 2017 - Feature: The New Why of Partnering: International Partnerships Are Expanding Their Reach and Goals
International Educator - November/December 2017 - 17
International Educator - November/December 2017 - 18
International Educator - November/December 2017 - 19
International Educator - November/December 2017 - 20
International Educator - November/December 2017 - 21
International Educator - November/December 2017 - Feature: Partnering Case Studies: Leveraging Unconventionality
International Educator - November/December 2017 - 23
International Educator - November/December 2017 - 24
International Educator - November/December 2017 - 25
International Educator - November/December 2017 - 26
International Educator - November/December 2017 - 27
International Educator - November/December 2017 - Feature: Doing Well by Doing Good: Social Entrepreneurship is Evolving to Meet New Realities
International Educator - November/December 2017 - 29
International Educator - November/December 2017 - 30
International Educator - November/December 2017 - 31
International Educator - November/December 2017 - 32
International Educator - November/December 2017 - 33
International Educator - November/December 2017 - Education Abroad
International Educator - November/December 2017 - 35
International Educator - November/December 2017 - 36
International Educator - November/December 2017 - 37
International Educator - November/December 2017 - International Student Affairs
International Educator - November/December 2017 - 39
International Educator - November/December 2017 - International Enrollment
International Educator - November/December 2017 - 41
International Educator - November/December 2017 - 42
International Educator - November/December 2017 - 43
International Educator - November/December 2017 - International Education Leadership
International Educator - November/December 2017 - 45
International Educator - November/December 2017 - Forum
International Educator - November/December 2017 - 47
International Educator - November/December 2017 - In Focus
International Educator - November/December 2017 - Cover3
International Educator - November/December 2017 - Cover4
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