International Educator - March/April 2018 - 46

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FORUM
By David L. Di Maria

Planning Beyond Recruitment:
A Wake Up Call for Strategic
International Enrollment Management
cope with the new reality of declining international enrollments,
senior administrators will want to ensure their institution has a plan for international enrollment management (IEM) as opposed to simply having a plan for international recruitment. This
shift in strategic thinking is long overdue.
AS MANY CAMPUS LEADERS

A strategic plan for IEM should not be a separate
document of which only the international enrollment
staff are aware, but rather a component of the institution's overall strategic plan. As such, the institution's
mission, vision, values, and goals should all clearly drive
IEM objectives while colleagues across campus clearly
understand how their positions fit within IEM.
Many colleges and universities are dependent on
international enrollment and this dependency will
increase with greater urgency as certain regions in
the United States experience flattening high school
graduation rates. There is a clear need to go farther
afield to attract students at a time when the recruitment
landscape is much more complex.
These two factors, urgency and complexity, may lead
to a renaissance in terms of strategic thinking about
IEM. As senior administrators come to realize that strategic IEM requires consideration of numerous variables
and the application of specialized knowledge and skills,
there will be greater intentionality in how they fund,
staff, and organize IEM.
I propose five tools and concepts for helping campus
leaders to best position their institution to compete for
global talent in the years ahead.

Force Field Analysis
Force field analysis, developed by Kurt Lewin, is a
technique for understanding the forces that either promote or hinder achievement of a particular goal. In the
context of IEM, it informs strategies for improving yield
cultivation and increasing student retention. However,
it has another useful application in terms of understanding internal support for and resistance to change
through examination of incentives created through
campus budgetary models.
46  

INTERNATIONAL EDUCATOR M A R .+ A P R . 2018

Traditional financial management through incremental budgeting is a good way to feed complacency while
starving innovation. For instance, there is little incentive
for staff in a centralized office of international education,
where international student recruitment and services
both reside, to grow enrollment if they are unlikely to
receive support for managing an increased caseload of
advisees. Similarly, faculty may undermine an opportunity
to receive large numbers of sponsored students if they are
not guaranteed additional faculty lines to accommodate
the new course sections that will be necessary to accommodate the new enrollments. Incremental budgeting is
an antiquated model reminiscent of an era when state
subsidies covered most of an institution's costs. It does not
encourage the entrepreneurial spirit necessary to succeed
in a dynamic, globally competitive environment.
Today's administrators must be entrepreneurial
if they and their institutions are to remain relevant.
Two alternatives to incremental budgeting are performance-based budgeting, which incentivizes success as
defined by strategic priorities, and responsibility center
management, which delegates to selected units a portion
of the revenue they raise in exchange for greater financial
responsibility. Such models ensure that units supporting international enrollment management continue to
receive the resources necessary for future success by allocating a portion of the revenue back to the units.

Prescriptive Analytics
Five years ago, it was easy to analyze descriptive statistics
compiled over a multiyear period to predict within a few
percentage points future international enrollment by
academic program, degree level, and nationality. Today,
the world seems much more complicated and the stakes
for international enrollment managers are higher.



Table of Contents for the Digital Edition of International Educator - March/April 2018

From the Desk of
Frontlines
In Brief
Global Spotlight: Canada
Quick Questions
Feature: Using Technology to Reach Students Where They Are
Feature: Global Connections, Staying Local: Online International Education Continues to Grow As an Alternative—and Support—to In-Person Study
Feature: Getting to Work How Career Services Offices Are Helping Students Launch Their Careers
Feature: How Assessment Approaches Measure Up
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
International Educator - March/April 2018 - Cover1
International Educator - March/April 2018 - Cover2
International Educator - March/April 2018 - 1
International Educator - March/April 2018 - 2
International Educator - March/April 2018 - 3
International Educator - March/April 2018 - 4
International Educator - March/April 2018 - 5
International Educator - March/April 2018 - 6
International Educator - March/April 2018 - 7
International Educator - March/April 2018 - From the Desk of
International Educator - March/April 2018 - Frontlines
International Educator - March/April 2018 - In Brief
International Educator - March/April 2018 - 11
International Educator - March/April 2018 - 12
International Educator - March/April 2018 - Global Spotlight: Canada
International Educator - March/April 2018 - 14
International Educator - March/April 2018 - 15
International Educator - March/April 2018 - Quick Questions
International Educator - March/April 2018 - 17
International Educator - March/April 2018 - Feature: Using Technology to Reach Students Where They Are
International Educator - March/April 2018 - 19
International Educator - March/April 2018 - 20
International Educator - March/April 2018 - 21
International Educator - March/April 2018 - 22
International Educator - March/April 2018 - 23
International Educator - March/April 2018 - Feature: Global Connections, Staying Local: Online International Education Continues to Grow As an Alternative—and Support—to In-Person Study
International Educator - March/April 2018 - 25
International Educator - March/April 2018 - 26
International Educator - March/April 2018 - 27
International Educator - March/April 2018 - Feature: Getting to Work How Career Services Offices Are Helping Students Launch Their Careers
International Educator - March/April 2018 - 29
International Educator - March/April 2018 - 30
International Educator - March/April 2018 - 31
International Educator - March/April 2018 - Feature: How Assessment Approaches Measure Up
International Educator - March/April 2018 - 33
International Educator - March/April 2018 - 34
International Educator - March/April 2018 - 35
International Educator - March/April 2018 - 36
International Educator - March/April 2018 - 37
International Educator - March/April 2018 - Education Abroad
International Educator - March/April 2018 - 39
International Educator - March/April 2018 - International Student Affairs
International Educator - March/April 2018 - 41
International Educator - March/April 2018 - International Enrollment
International Educator - March/April 2018 - 43
International Educator - March/April 2018 - International Education Leadership
International Educator - March/April 2018 - 45
International Educator - March/April 2018 - Forum
International Educator - March/April 2018 - 47
International Educator - March/April 2018 - In Focus
International Educator - March/April 2018 - Cover3
International Educator - March/April 2018 - Cover4
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