International Educator - May/June 2019 - 34

to UGA's foreign faculty members with
connections to Africa.
"If they go to Africa for research or
over summer breaks, I would make sure
they have admissions material with them
in the event that they visit a high school or
present at an event there," she says. "So far,
while we have not had mass numbers of
students from Africa"-in fall 2017, there
were more than 80-"those we have gotten
have been academically superior."

On-the-Ground Recruitment
For many institutions in the United States,
recruiting in Africa is a question of budget-
how can they make recruitment travel to
the continent worth the investment?
To help ensure return on their financial
investment and maximize time on the
ground, recruiters can learn from what
has worked for their colleagues at other
institutions. EducationUSA's Global Guide
can be a starting place, as it offers key tips for
reaching specific countries on the continent,
and its fairs help recruiters meet prospective
students. Last year, more than 45 U.S.
institutions attended a fair in Nigeria.
Goyen says using EducationUSA for
connections makes competitive sense, too.
"If students are connected with
EducationUSA, then you know they are
looking at studying in the United States,"
Goyen says.
Some say that Nigeria is a logical
starting point for a recruiting trip to
Africa. Not only is it the largest sending
country in sub-Saharan Africa, but also
Nigeria's geographical proximity to other
markets is helpful.
"Ghana is a half-hour away by plane,"
says Lav, and Ethiopia, Kenya, and Rwanda
are relatively close.
Different markets have different
strengths. In particular, Ethiopia, Ghana,
Kenya, and South Africa have emerged
as strong sources of graduate students,
Keteku says.
To enhance on-the-ground travel in a
particular country and boost prospective
34  

INTERNATIONAL EDUCATOR M AY + J U N.2019

student interest, marketing and admissions
materials can feature successful students
from that country.
"As soon as students see something
with a student from their country, even
[a] picture of a student saying, 'I'm here
at this institution,' they will all apply,"
says Keteku. "One institution in Kansas
advertised English language programs
with francophone African students and
started getting applications left and right."
There are also low-cost recruiting
approaches, such as webinars, that help
with nontravel recruitment, and some
associations can help target good students.
"We work closely with HALI [HighAchieving, Low-Income] Access Network,"
says Wan at Amherst College. "A network
of schools and nonprofit organizations
select and serve HALI students from
across the African continent and help
them evaluate college options outside of
the African continent."

A Demonstrated Commitment
Much remains to be done by U.S.
institutions in an international student
market that is increasingly competing for
African students, and a demonstrated
commitment to African study can help
with recruiting.
U.S. institutions "are not nearly as
aggressive at recruiting African students
as the United Kingdom or Canada,"
Dieng says. "The reasons include our
lack of university representation in many
African markets and the tedious process
of admitting African students. It is much
easier for African students to be admitted
to the UK and Canadian universities than
it is to the U.S. [institutions.]"
Both Canada and the United
Kingdom have a bigger presence in
Africa. The former offers opportunities
to immigrate and to study in French,
which are appealing to prospective
students in francophone countries; the
latter has both lower tuition costs and
proximity in its favor.

"Canada and the United Kingdom's
presence on the continent is overwhelming
and they have some advantages that we
don't have," says Dieng. "By showing up
more, I am confident we can offset some
of the disadvantages we have compared to
Canada and the United Kingdom."
Effective recruiting, in part, means
conveying the value of the strengths of
the U.S. model of higher education. "The
quality of teaching, the consistency of
education, and state-of-the-art material
and labs are all benefits of coming here,"
says Young.
"There is also the flexibility of the
American liberal arts approach and the fact
that students can begin a degree program
without knowing what their major will be,"
she says. "Once students understand that,
they understand its tremendous benefits.
In many foreign educational systems, if
you start a major and wish to change, it
may mean having to pursue a whole other
degree. The U.S. system is also unusual
in allowing student access to professors.
It's very important prospective students
understand these benefits."

An Anticipated Increase
As more young Africans look abroad to
pursue their higher education, institutions
in the United States and elsewhere should
take steps to attract and retain them-and
that starts with a well-planned recruitment
strategy. A successful approach takes
into account historical mobility trends
and demographics, and acknowledges
the financial, testing, and immigration
challenges many African students face.
By creating solutions to these problems
and making a lasting commitment to
bring students from across Africa to their
campuses, institutions can build a pipeline
that will not only deliver significant return
on investment, but enrich their student
populations and communities. n
DAVID TOBENKIN is a freelance
journalist based in the greater
Washington, D.C., area.



International Educator - May/June 2019

Table of Contents for the Digital Edition of International Educator - May/June 2019

From the Desk of
In Brief
Global Spotlight: Iran
Quick Questions
Feature: Africa’s Education Evolution
Feature: Mental Health: At Home and Abroad
Feature: The Faces of International Education
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - May/June 2019 - Cover1
International Educator - May/June 2019 - Cover2
International Educator - May/June 2019 - 1
International Educator - May/June 2019 - 2
International Educator - May/June 2019 - 3
International Educator - May/June 2019 - 4
International Educator - May/June 2019 - 5
International Educator - May/June 2019 - 6
International Educator - May/June 2019 - 7
International Educator - May/June 2019 - From the Desk of
International Educator - May/June 2019 - In Brief
International Educator - May/June 2019 - 10
International Educator - May/June 2019 - 11
International Educator - May/June 2019 - 12
International Educator - May/June 2019 - 13
International Educator - May/June 2019 - 14
International Educator - May/June 2019 - Global Spotlight: Iran
International Educator - May/June 2019 - Quick Questions
International Educator - May/June 2019 - 17
International Educator - May/June 2019 - 18
International Educator - May/June 2019 - 19
International Educator - May/June 2019 - Feature: Africa’s Education Evolution
International Educator - May/June 2019 - 21
International Educator - May/June 2019 - 22
International Educator - May/June 2019 - 23
International Educator - May/June 2019 - 24
International Educator - May/June 2019 - 25
International Educator - May/June 2019 - 26
International Educator - May/June 2019 - 27
International Educator - May/June 2019 - 28
International Educator - May/June 2019 - 29
International Educator - May/June 2019 - 30
International Educator - May/June 2019 - 31
International Educator - May/June 2019 - 32
International Educator - May/June 2019 - 33
International Educator - May/June 2019 - 34
International Educator - May/June 2019 - 35
International Educator - May/June 2019 - Feature: Mental Health: At Home and Abroad
International Educator - May/June 2019 - 37
International Educator - May/June 2019 - 38
International Educator - May/June 2019 - 39
International Educator - May/June 2019 - 40
International Educator - May/June 2019 - 41
International Educator - May/June 2019 - 42
International Educator - May/June 2019 - 43
International Educator - May/June 2019 - 44
International Educator - May/June 2019 - Feature: The Faces of International Education
International Educator - May/June 2019 - 46
International Educator - May/June 2019 - 47
International Educator - May/June 2019 - 48
International Educator - May/June 2019 - 49
International Educator - May/June 2019 - Education Abroad
International Educator - May/June 2019 - 51
International Educator - May/June 2019 - International Student Affairs
International Educator - May/June 2019 - 53
International Educator - May/June 2019 - International Enrollment Management
International Educator - May/June 2019 - 55
International Educator - May/June 2019 - International Education Leadership
International Educator - May/June 2019 - 57
International Educator - May/June 2019 - 58
International Educator - May/June 2019 - 59
International Educator - May/June 2019 - Forum
International Educator - May/June 2019 - 61
International Educator - May/June 2019 - 62
International Educator - May/June 2019 - 63
International Educator - May/June 2019 - Take 5
International Educator - May/June 2019 - Cover3
International Educator - May/June 2019 - Cover4
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