International Educator - September/October 2019 - 28

He describes Whatcom's recruitment
strategy as "a laser focus" approach.
"The strategy there has been trying to
develop deeper relationships with fewer
agents," Kester says. "If you're one of those
schools that work with a huge roster
of agents all over the world, it's going
to be difficult to manage each of those
relationships and really have an intimate
understanding of the work that they do
with students and parents." Ensuring
that agents communicate consistent
and proactive messages cultivates the
institution's reputation in targeted regions
of the world and serves to educate
international students on the features of
the community college experience.
Some community colleges take a
longer-term view of their recruitment
and enrollment strategies by facilitating
the transfer process to four-year
institutions. Over in Seattle, twice
a year in the fall and spring, local
community colleges collaborate to host
an international transfer fair, where over
100 four-year universities from across
the United States come to recruit the
more than 7,000 international students
studying in the Seattle area. The ability
to learn about and interact with different
institutions from around the country is
a big advantage for enrolled community
college students.

Shoreline has become more strategic
in seeking out transfer agreements with
four-year institutions. "When we enter
a new market in Africa, for example,
we know that the students are more
cost conscious, and they're paying
more attention to the price point," says
Pardanani. "Then we might try to find
universities that will provide scholarships
to those students or have a price that is
similar to Shoreline's tuition."

The Path to Emerging Markets
For Shoreline and Whatcom,
concentrating on growing markets has
yielded success. "What we've found
is that in some of the markets that
maybe are a little bit overlooked by
bigger schools with bigger recruitment
machinery, we can go deeper into those
markets and get more students," says
Whatcom's Kester.
While the task of educating students
and their families about the 2+2 model
remains a necessity in some markets,
other countries are increasingly
saturated and familiar with the concept.
Initially, many of the smaller U.S.
community colleges struggled to recruit
international students from China. Now,
community colleges are building on the
momentum forged by larger, four-year
institutions in that country, and it takes

INTERNATIONAL STUDENTS AT
U.S. COMMUNITY COLLEGES IN 2015-16
Top sending countries:

Top receiving states:

* China

* California

* Vietnam

* Texas

* South Korea

* Washington

* Japan

* New York

* Mexico

* Florida
Source: IIE's Open Doors data

28

INTERNATIONAL EDUCATOR S E P T + O C T.2019

less time and effort to recruit Chinese
students, says Kester.
"A bigger challenge right now is that
the markets have become so narrow,
meaning that there's a lot of competition
within just a few different countries," he
continues. "Everybody is going to the
same places where visa issuance is okay,
where the demand is high for studying in
the United States, and where community
colleges are well known. So trying to
differentiate yourself in a really tight
market is a challenge."
One way community colleges can
distinguish themselves is to look beyond
the recruitment of degree-seeking
students to non-matriculated students,
says Kester. When he started working with
international students 20 years ago, Japan
was the top country sending students
to U.S. community colleges. Although it
now sends fewer degree-seeking students
abroad, Japan continues to understand the
value of community colleges.
Kester sees promise in building
relationships with universities abroad
to serve as study abroad partners, like
Whatcom's long-standing partnership
with Kanda University of International
Studies in Chiba, Japan. Students come
to Whatcom's Bellingham campus for 3,
6, or 9 months and can start with ESL
classes and add academic classes as their
language proficiency increases.

Nontraditional Recruitment Models
Other community colleges are looking
for ways to build their recruitment
pipelines by delivering their educational
offerings overseas. Broward College
has international centers in Bolivia,
Brazil, China, Ecuador, India, Indonesia,
Peru, Spain, Sri Lanka, and Vietnam.
The centers offer the same classes and
learning objectives that are offered
on Broward's main campuses in Fort
Lauderdale, Florida, and are accredited
through the Southern Association of
Colleges and Schools.
Similarly, Hudson Valley Community
College (HVCC) recently began an
initiative to offer specialized programs



International Educator - September/October 2019

Table of Contents for the Digital Edition of International Educator - September/October 2019

From the Desk of
In Brief
Global Spotlight: Chile
Quick Questions
Feature: Countering the Forces of Change
Feature: Raising the Bar
Feature: Branching Out
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - September/October 2019 - Cover1
International Educator - September/October 2019 - Cover2
International Educator - September/October 2019 - 1
International Educator - September/October 2019 - 2
International Educator - September/October 2019 - 3
International Educator - September/October 2019 - 4
International Educator - September/October 2019 - 5
International Educator - September/October 2019 - From the Desk of
International Educator - September/October 2019 - In Brief
International Educator - September/October 2019 - 8
International Educator - September/October 2019 - 9
International Educator - September/October 2019 - 10
International Educator - September/October 2019 - Global Spotlight: Chile
International Educator - September/October 2019 - Quick Questions
International Educator - September/October 2019 - 13
International Educator - September/October 2019 - 14
International Educator - September/October 2019 - 15
International Educator - September/October 2019 - Feature: Countering the Forces of Change
International Educator - September/October 2019 - 17
International Educator - September/October 2019 - 18
International Educator - September/October 2019 - 19
International Educator - September/October 2019 - 20
International Educator - September/October 2019 - 21
International Educator - September/October 2019 - 22
International Educator - September/October 2019 - 23
International Educator - September/October 2019 - Feature: Raising the Bar
International Educator - September/October 2019 - 25
International Educator - September/October 2019 - 26
International Educator - September/October 2019 - 27
International Educator - September/October 2019 - 28
International Educator - September/October 2019 - 29
International Educator - September/October 2019 - Feature: Branching Out
International Educator - September/October 2019 - 31
International Educator - September/October 2019 - 32
International Educator - September/October 2019 - 33
International Educator - September/October 2019 - 34
International Educator - September/October 2019 - 35
International Educator - September/October 2019 - 36
International Educator - September/October 2019 - 37
International Educator - September/October 2019 - Education Abroad
International Educator - September/October 2019 - 39
International Educator - September/October 2019 - International Student Affairs
International Educator - September/October 2019 - 41
International Educator - September/October 2019 - International Enrollment Management
International Educator - September/October 2019 - 43
International Educator - September/October 2019 - International Education Leadership
International Educator - September/October 2019 - 45
International Educator - September/October 2019 - Forum
International Educator - September/October 2019 - 47
International Educator - September/October 2019 - Take 5
International Educator - September/October 2019 - Cover3
International Educator - September/October 2019 - Cover4
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