Tag: Alliance

  • How can America Encourage College Dropouts to Complete their Degrees – Edu Alliance Journal

    How can America Encourage College Dropouts to Complete their Degrees – Edu Alliance Journal

    Prelude

    September 6, 2022 by Dean Hoke – The percentage of students without a post-secondary degree in the United States has been a widespread concern for decades. Employment at a decent working wage did exist for those who did not have a degree however that world is quickly changing. This topic has been of interest to me for over 50 years because I am one of those who dropped out of college.

    I started attending university in the Fall of 1968 and it took me until June 1975 to complete my bachelor’s degree. I attended two universities and dropped out twice before coming back and finishing.  I thought in early 1969 when I left the university, I didn’t have the academic ability to get a degree and my university advisor certainly was not supportive and suggested I should go sign up for military service that day.

    I did go back to another smaller university six months later and though I had pauses due to those challenges everyone has in life I finished with a bachelor’s degree six years later. Upon graduation, I started immediately after commencement at a small university in Kentucky as an admissions officer and completed my master’s in a relativity short amount of time while working.

    With that in mind, I have always wondered how we get dropouts back to school and finish their degree. Employers, government, and adults all believe it’s needed, and it has financial benefits for all. Yet nearly 40 million people from the age of 18-64 started higher education and did not complete one degree. I am presenting my initial thoughts and I would ask for your thoughts on how to address this question.

    US Labor Market

    According to the Federal Reserve Bank of Saint Louis, the US Civilian Work Force from 25-34 as of June 2022 has the following educational attainment

    The Harsh Facts on College Dropouts

    American higher education overall has 39 million people with  Some College, No Credential (SCNC) as of July 2020 according to the National Student Clearinghouse Research Center.  The most recent study dated 2017 shows the following:

    • 30% of first-year students drop out before their second year of college.
    • 58.5% of students who started in community college after 6 years have not obtained any degree or certificate (1,071,720 students from students starting in 2011)
    • 32.6% of students who started at a four-year institution after 6 years have not obtained any degree or certificate. (730,556 students starting in 2011)

    According to Forbes Nov. 2021 article titled “Shocking Statistics About College Graduation Rates”

    • Nearly 1 million students drop out each year.
    • More than two-thirds of college dropouts are low-income students, with family-adjusted gross income (AGI) under $50,000.
    • Full-time employment reduces graduation rates.Students who work a full-time job during the school year are half as likely to graduate with a bachelor’s degree, as compared with students who work 12 hours or less a week. Every additional hour of work beyond 12 hours a week reduces graduation rates. Working a full-time job takes too much time away from academics.

    The reasons why are not surprising but still distressing.

    Source: Hanson, Melanie. “College Dropout Rates” EducationData.org, June 17, 2022,

    Economic Impact

    According to the 2020 US Bureau of Labor Statistics, the average wage earned by a person by education level looks like this.

    One statistic that stands out is the percentage of the income difference between a 4-year degree vs a person with a two-year degree person is $19,288 a 38.5% increase.

    As the United States’ employment needs quickly change, industry and government have a pressing need for more qualified workers. In the publication HR Drive titled“Employers are hiring, but 80% say they can’t find skilled candidates”  More than 82% of employers said they’re actively hiring, despite predictions of an economic downturn, according to a survey of 150 HR leaders by Challenger, Gray & Christmas, Inc. 80% of the respondents, however, reported having difficulty finding workers, with 70% identifying skills shortages as the reason.

    It is further reported that 43% of Challenger’s respondents reported that, although they have enough applicants, those applicants do not have the needed skills. Another 43% said they do not receive enough applicants, with 27% noting that candidates who do apply are not qualified. “The labor market remains tight and employers are reporting skills shortages in almost every area, including in STEM, data analytics, human resources, finance, and operations. 

    During the next decade, the need for people with advanced credentials will continue to rise. Corporations have made it clear there is a need for more qualified workers whether it’s via a traditional degree such as a bachelor’s or micro-credentials/badges which verify customized skills. A report by McKinsey projected that more than 100 million workers will need to find a different occupation by 2030. In the United States, for instance, customer service and food service jobs could fall by 4.3 million, while transportation jobs could grow by nearly 800,000. Demand for workers in healthcare and STEM occupations may grow more than before the pandemic.

    How industry addresses the education of employees

    In the 2019 study by the International Foundation of Employee Benefit Plans

    Organizations use different techniques for reimbursing student employees. The most common include:

    • Tuition assistance/reimbursement (63%)
    • In-house training seminars (61%)
    • Attendance at educational conferences (51%)
    • Continuing education courses (50%)
    • Coverage for licensing courses and exams (44%)
    • Personal development courses (35%)

    Looking at tuition assistance the concept by employers is not new and many have had some sort of program in place for well over 10 years.

    The Society for Human Resource Management survey reports tuition assistance programs are an attractive recruiting measure, and most employees are aware of the basic benefit. However, less than 5% percent of employees participate. Of those who participate in the tuition assistance program more than 4 in 10 who are using the benefit to attend graduate school.

    Large corporations such as Starbucks, Target, Walmart, and others have all implemented go-back-to-school incentive programs using various higher institutions schools with an emphasis on online degree institutions.

    Example One – Starbucks

    Starbucks was one of the early adopters. In 2014, Starbucks and Arizona State University (ASU) introduced the Starbucks College Achievement Plan (SCAP), which provided Starbucks’ U.S. employees the opportunity to earn their first-time bachelor’s degree with the company paying for 100% of their tuition.

    in 2021, Starbucks modified the tuition reimbursement benefit by paying all tuition and fees up front, as opposed to reimbursing employees for their out-of-pocket costs later.

    • More than 20,000 Starbucks employees are currently participating in SCAP.
    • The number of employees finishing their undergraduate degrees through SCAP will reach over 8,500, with Starbucks setting a goal of 25,000 graduates by 2025.
    • There are more than one hundred different degree programs offered through the SCAP program, and Starbucks has employees enrolled in all of them.
    • Almost 20% of people who apply to work for Starbucks say that SCAP is a major reason for their decision.
    • SCAP scholars are retained by Starbucks for a 50% longer period than non-participants, and they are promoted at nearly three times the rate of those employees who do not participate

    Example Two – Walmart

     In July 2021 Walmart announced it will pay for full college tuition and book costs at some schools for its US workers, the latest effort by the largest private employer in the country to sweeten its benefits as it seeks to attract and retain talent in a tight job market.

    The program includes 10 academic partners ranging from the University of Arizona to Southern New Hampshire University. Participants must remain part-time or full-time employees at Walmart to be eligible. They have recently dropped a previous $ 1-a-day fee paid by Walmart and Sam’s Club workers who want to earn a degree and will begin to cover the costs of their books.

    Example Three – Target

    Target in August 2021 announced a  fund to support educational courses for its employees. It is similar to the Walmart program. Available to 340,000 full-time and part-time workers.

    • Cover the full cost of select undergraduate degrees, certificates, and certifications for its 340,000 U.S.-based workers.
    • Pay up to $10,000 each year for master’s programs at those institutions.
    • Allow participants to attend one of 40 partner institutions.
    • Invest more than $200 million within the next four years in the program

    However, one of the issues employees are challenged by is tuition remission vs tuition assistance. It is difficult and a deterrent to potential participants to upfront costs.

    Researchers who have studied tuition benefits, including Jaime S. Fall, director of UpSkill America at the Aspen Institute, and Kevin Martin, chief research officer at the Institute for Corporate Productivity, believe that frontline workers might be more likely to participate in these programs if companies moved from “tuition reimbursement” to “tuition assistance” models, where employers pay their portion of education costs upfront. Many lower-income employees—or workers of any kind—can’t afford to float tuition costs for several months while they wait to be reimbursed.

    Despite these new and innovative programs, we still have millions who are not going back to school. While 80% of employees are positive about these benefits only 40% have made any investigation and only 2% have taken advantage.

    Student Barriers include

    • Restricted options by degree, college choice, net cost, upfront payment before receiving reimbursement
    • Lack of knowledge of grants and loans by employers, government, and schools.
    • Student personal issues (living life and family issues)
    • Childcare options and cost
    • Fear of failure,
    • School too far away
    • The older you get the less likely you will return to school

    Paths to Explore by Higher Education, Corporate, and Government

    Each sector is aware of the challenge and trying different approaches to get students dropouts and get a degree.

    Higher Education

    • Private and state-supported regional universities are an asset underutilized
    • Further development and refinement of quality online degree programs to encourage re-enrollment
    • Developing stronger retention programs to reduce the percentage of college dropouts
    • Expansion of Teaching and Learning Centers for their communities
    • Evening and weekend on-campus programs
    • Academic credit for life experience
    • More student-friendly transfer of credits to a new school
    • Easier for students with outstanding bills to send an academic transcript

    Corporate

    • More generous funding for employees to return to school. Going above the $5,200 a year tax deduction
    • The movement to paying tuition in advance by the employer rather than paying tuition in advance by the student
    • Increasing the number of majors a company will financially support
    • Opening the door for employees to have a selection of more universities including accredited private institutions
    • Establishing paid apprenticeship programs
      • An example is the IBM apprentice program which aims to hire more than 400 trainees each year, from software development to data science to human resources. The current estimated cost to the company is $65 million since 2018.
    • Improvement in communicating and encouraging employees to return to school

    Government

    • Increased priority in developing joint partnerships that incentives employment and encourage dropouts to return to school 
    • Increase current state and federal student grants program
    • Establish no-interest loans to encourage students who have previously dropped out to return to complete their undergraduate degree
    • The passing of the National Apprenticeship Act (H.R.447) which is advocated by numerous corporations

    Let me expand on the role of partnerships between government, Corporate and higher education. The development of regional partnerships between government, industry, and higher education is not necessarily new. It has been used with tier one institutions such as Ohio State, the State of Ohio, and local government to entice Intel to establish a major tech center in Central Ohio.

    Another recent bi-partisan proposal was introduced in August, by Rep. Jim Costa (D–Fresno) and co-sponsored by Rep. Bruce Westerman, an Arizona Republican. The bill is aimed toward four-year regional public universities in distressed areas that could receive federal grants of up to $50 million for economic and community development efforts under newly introduced bipartisan legislation.

    In a press conference at Fresno State to unveil new legislation that he will put forward to Congress that would benefit up to 174 universities, Congressman Costa stated “Universities like Fresno State and many universities throughout California, but throughout the country, support community development. “They represent constituencies where we have distressed communities. They support the workforce, leading to faster employment growth, along with a higher per capita income.” 

    Robert Maxim, a senior research associate at Brookings, a think tank based in Washington, D.C.  is an advocate of this type of partnership. “There are way more regional public universities in the U.S. than there are R-1s, our view is that they are really good anchor institutions to route federal investment through. They are a set of institutions that have been historically neglected and deserve a bit more attention and support from the federal government.”

    Conclusion

    I believe we need to prioritize on the group with the best chance of returning and obtaining a degree, the 25-34 age group with some college but no degree. This is 5.7 million of the overall 39 million who started college but did not finish. While we should make available any current or new programs that encourage people to return to school the 25-34-year-olds are the most likely to go back.  

    The United States should emphasize the wider use of partnership programs with government and industry teaming up with state regional higher education institutions and local small town and private colleges and universities would be a valuable asset to all parties.  These schools are scattered in smaller cities across America.  Both regional state institutions and private schools come from the applied teaching traditions Many are in small towns and rural areas in which employees who wish to return for a degree have few options.  The question of cost certainly exists but I believe some form of government/industry/university partnership can effectively address the cost issues. They have space and teaching knowledge and the ability to customize local solutions.

    One final thought and that is the question of will. While cost is a significant issue government, industry and schools must work in unison to get students to return and complete their education. We must remember these are second or in some cases third-chance students. They have failed in their attempts for various reasons. However, these students must overcome the fear of failure.  We must find ways to support and encourage these students to take that leap of faith and believe they can graduate.

    Postscript:

    Graduation day 1975

    I have been asked why did I go back? I worked in a factory and my parent’s deli for 6 months  I felt I needed someone to test me and determine what I should do for the rest of my life. I went to the state employment bureau in my hometown to be skills tested to learn what I was best suited for. After the tests, I sat down with a lady who read the results. She told me with a smile that scared me I needed to go back to college and get a degree. Seeing I was somewhat shocked by her recommendation she stated the test revealed my hand/eye coordination was horrible and if I worked in a factory as my father did, I would seriously hurt myself. I asked her about joining the military and she commented if you went into the military, it better be an officer working behind the lines in military intelligence because I was unlikely to be much of a decent front-line soldier.  As you can see, I graduated, and my proud parents were there for the event. I later in my life suspected the lady at the employment bureau was trying to give me a slap of reality to grow up and use my brain.  

    Dean Hoke is Co-Founder and Managing Partner Edu Alliance a higher education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Dean received his Bachelor of Arts degree from Urbana University in Ohio, his Master of Science in Community Development from The University of Louisville, and a graduate of the Wharton School of Business Executive Management program. Since 1975 Dean has worked in the higher education and broadcasting industry, serving in senior leadership roles specializing in marketing, communications, partnerships, online learning and fund raising.

    He currently serves as Chairperson Elect of the American Association of University Administrators , Franklin University and is Co-Host of the Podcast series Higher Ed Without Borders . Dean is actively engaged in consulting projects in international education, branding, business intelligence, and online learning leading projects in the United States, the Middle East, Africa, and Asia. Dean resides in Bloomington, Indiana

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  • Higher Ed Without Borders speak with President Jim Henderson of the University of Louisiana System – Edu Alliance Journal

    Higher Ed Without Borders speak with President Jim Henderson of the University of Louisiana System – Edu Alliance Journal

    On this podcast episode of Higher Ed Without Borders co-hosted by Edu Alliance Founders Dr. Senthil Nathan and Dean Hoke speak with Dr. Jim Henderson, President of the University of Louisiana System.

    Dr. James Henderson, President of the University of Louisiana System, a multi-university campus system with an enrollment of approximately 90,000 students. Prior to being appointed as President of the System, Dr. Henderson served as President of Northwestern State University.  He is a native of Shreveport Louisiana. He received his Master’s in Administration from the University of West Florida, and his Doctor of Management degree from the University of Maryland – University College.

    In an October 2021 newspaper article in the Acadiana Advocate, Dr. Henderson’s wife Tonia discussed her husband and love of learning. “Jim has “gone through a lot of schooling” during their marriage and he is a constant reader. He earned his master’s and doctorate while they were married. He also has routinely taken coursework where available — he oftentimes takes Massive Open Online Courses, or MOOCs — most recently one in Irish literature. “He’s always trying to learn new things,” she said.

    His penchant for lifelong learning made an impact on their three children; only the youngest lives at home now. She says she gets inspired by watching him use his time so well. He allots time for work, family, and his own study.”

    Senthil and Dean discussed with Dr. Henderson about the university system and his views on education and leadership.

    Comments and Suggestions:

    Higher Ed Without Borders would love to hear your ideas for future topics and guests. Connect with Dr. Senthil Nathan or Dean Hoke on LinkedIn. You can also visit the Edu Alliance website. To hear the entire series please subscribe to Higher Ed Without Borders on your preferred podcast platforms such as Apple, Spotify, or Google. The podcast is sponsored by Edu Alliance, an education consulting firm located in Bloomington Indiana, and Abu Dhabi, United Arab Emirates.

    We assist higher education institutions worldwide on a variety of mission-critical projects. Production support was provided by White Rabbit Printing and Design.

    If your organization wants to know more about how Edu Alliance can best serve you, please contact either Dean Hoke or Dr. Senthil Nathan.

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  • Why Executive Coaching Works in Higher Education – Edu Alliance Journal

    Why Executive Coaching Works in Higher Education – Edu Alliance Journal

    “When a leader gets better, everyone wins!”

    July 5, 2022 by Dr. Candace Goodwin – Although every industry has undergone significant changes over the past several years, higher education has been impacted more profoundly. When the pandemic hit, traditional colleges and universities were abruptly forced to adapt their mindset and move toward thinking differently, scrambling to transform standard brick-and-mortar programs into online or hybrid delivery modalities. Colleges and universities that already had successful online programs could pivot quickly and sustain student enrollment. Universities unable to make these changes rapidly faced many challenges.

    High education leadership teams were confronted with workforce challenges they had not faced before. The changes in the economy, staffing shortages, healthcare concerns, loss of international students, diversity, equity, and inclusion were all simultaneously impacting higher education. College leadership focused on enrollment as their highest priority and lost sight of how the pandemic influenced staff and shaped their expectations and preferences. Employees were seeking out empathy, remote work, and flexible work hours and wanted to feel more connected than ever.

    As the environment of higher education leadership becomes more complicated by outside events and shifting employee motivations, the benefits of executive coaching only increase. High- quality executive coaching balances organizational priorities like enrollment with the leadership development and insight required to move those priorities forward. Executive coaching is an essential problem-solving tool for higher education executives seeking support balancing leadership challenges and understanding the higher education landscape from both the 30,000 ft elevation and the 100 ft elevation.

    1. Executive coaching activates and animates wisdom.

    Many executives and aspiring higher education leaders lean most heavily on their level of intelligence. Clayton (1982) defined intelligence as the ability to think logically, conceptualize, and abstract from reality. Intelligence focuses on how to do. It helps leaders accomplish and achieve.

    By contrast, Clayton defines wisdom as the ability to grasp human nature, which is paradoxical, contradictory, and subject to continual change. Wisdom provokes a person to consider the consequences of their actions on themselves and the effects on others.

    Wisdom helps people decide whether to pursue a course of action. Higher education executives work in concert with many others. It is incumbent on all higher education leaders to work with their wisdom.

    The difference between intelligence and wisdom can be described as knowing what vs. knowing how. According to Stenberg (2005), knowing how adds creativity and experience to our knowledge. While an executive has proven intelligence, the wisdom gained by learning from various experiences provides multiple points of view at their disposal to solve problems creatively.

    It is no longer sufficient to only have intelligence and management skills to make high- level and far-reaching leadership decisions. Wisdom is a crucial component of good leadership. Staudinger, Lopez, and Baltes (1997) found that individuals who discussed life problems with another person and reflected on the conversation before responding out-performed others. Executive coaching can make the difference in that kind of wisdom and more.

    An executive coach for higher education helps college and university executives activate and animate their wisdom. Executive coaches guide leaders to go beyond reporting metrics and learn ways to increase their wisdom through natural reciprocity, investing in their team, and developing new leadership traits. The result is a higher education leader able to make more creative and cultured decisions that are the best for university and college leadership, staff, and students.

    2. Executive coaching galvanizes conscious and intentional conversations.

    There are two conversations we have every day. One is with other people—and one is in our heads. Having conversations with other people can feel fraught in this increasingly complicated world. Higher education executives need to ensure their conversations are conscious and intentional. Executive coaching can help!

    Conscious conversations encourage connection and overcoming differences. The basis is hearing and understanding instead of judging as right or wrong. Participants in a conversation of this nature must be fully present, listen fully and respectfully, keep an open mind, and be patient. It is important to understand that conversations of this kind are a skill to be learned and built upon. There is always room to improve communication as a leader.

    Intentional conversations are purposeful and planned. Being intentional means being strategic in how to communicate, what to communicate, and to whom. Intentional conversations can make staff members feel valued and ensure that conversations are productive.

    With an executive coach, higher education executives can build confidence in their ability to have conscious and intentional conversations.

    3. Executive coaching stimulates creativity.

    With the landscape for higher education rapidly changing, a successful higher education executive needs to move beyond the same old, same old. It is time for creativity in all aspects of leadership. Nothing helps creativity like the collaboration that comes from partnering with an executive coach.

    Most executives could benefit from switching things up and taking their leadership off auto pilot. A significant outcome could be developing a flexible mindset and considering new ways to get things done. A lack of creativity could result in missing opportunities for innovation and growth. Working with an executive coach helps open the door to explore innovative ideas and getting excited by new, creative possibilities.

    4. Executive coaching creates “emotional safety.”

    Having emotional safety means feeling secure enough to be your most authentic self, and isn’t that the ideal for all employee-leader scenarios? Who wouldn’t want to bring their real selves to work? Well, that takes work. Emotional safety is an important aspect of having a satisfying connection. Connection is increasingly vital to today’s workforce. It is worth the investment.

    Higher education executive coaching cultivates emotional safety so executives can get the most out of their experience. Our brains constantly detect whether a situation is safe or dangerous. When people experience safety, they are better listeners, able to collaborate more, innovative, creative, and able to connect with others. Emotional safety has positive effects that flow to others.

    Emotional safety encourages freedom of expression and increased compassion. A skilled executive coach can help guide you to understanding and increasing emotional safety.

    Executives and leaders in higher education benefit from the investment in high-quality executive coaching. Coaching is transformative—helping leaders leverage their best selves. An executive coach empowers creativity, impact, connection, and influence. Great leaders have great coaches—everyone can use that kind of support! Especially leaders working in higher education.

    Aides, Kim. “Six Reasons to Hire an Executive Coach.” Frame of Mind Coaching, 16, Nov. 2021, https://www.frameofmindcoaching.com/blog/reasons-to-hire-an-executive-coach.

    Boeder, E. “Emotional Safety is Necessary for Emotional Connection” The Gottman Institute. https://www.gottman.com/blog/emotional-safety-is-necessary-for-emotional-connection/

    Clayton V. (1982). Wisdom and intelligence: the nature and function of knowledge in the later years.

    International journal of aging & human development, 15(4), 315–321. https://doi.org/10.2190/17tq-bw3y-p8j4-tg40 https://pubmed.ncbi.nlm.nih.gov/7183572/

    Drake, David and Webb, Peter (2018).” Coaching for Wisdom: Enabling Wise Decisions.” Research Gate, February 2018, https://www.researchgate.net/publication/323257694_Coaching_for_Wisdom_Enabling_Wise_D ecisions

    Levine, Arthur and Pelt, S. “The Future of Higher Education is Occurring at the Margins.” Inside Higher Education, 4, Oct. 2021, https://www.insidehighered.com/views/2021/10/04/higher-education- should-prepare-five-new-realities-opinion

    Staudinger, U.M., Lopez, D. F., and Baltes, P. B. (1997). The psychometric location of wisdom-related performance: Intelligence, personality and more. Personality and Social Psychology Bulletin, 23(11). 1200-1214,

    Sternberg, R. J. (2005). WICS: A model of leadership. The Psychologist- Manager Journal, 8(1), 20-43.

    Sternberg, R. J. (2005a). WICS: A model of leadership. The Psychologist-Manager Journal, 8(1), 20–43

    Dr. Candace Goodwin a member of the Edu Alliance Group Advisory Council is a culture strategist and the CEO of Organizational Leadership Partners, an organization that helps leaders achieve exceptional results through the alignment of organizational priorities and culture. Candace’s expertise in culture, employee engagement, emotional intelligence, and leadership development provides guidance to leaders who desire to create an environment where people can do their best work.

    Dr. Goodwin has a Doctorate in Organizational Leadership, an MBA in Human Resources, and a Bachelor’s degree in Finance.

    Edu Alliance Group, Inc. (EAG) is an education consulting firm located in Abu Dhabi, the United Arab Emirates, and Bloomington, Indiana, USA. We assist higher education institutions worldwide on a variety of mission-critical projects. Our consultants have accomplished university/college leaders who share the benefit of their experience to diagnose and solve challenges.

    EAG has provided consulting and successful solutions for higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda,  United Arab Emirates, and the United States.

    Edu Alliance offers higher education institutions consulting services worldwide. If you like to know more about how Edu Alliance can best serve you, please contact Dean Hoke at [email protected] 

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  • Attracting International Graduate Students – Edu Alliance Journal

    Attracting International Graduate Students – Edu Alliance Journal

    May 31, 2022, by Don Hossler – Setting a Context for Recruiting International Graduate Students

    There is a dearth of research on the factors that influence international graduate students to select the graduate program in which s/he will enroll. For decades, my advice to enrollment managers has been to look at the research on what influences the enrollment decisions of high ability domestic undergraduates and assume that many of the same factors will be at play. Keep in mind that for these prospective students the decision to enroll out of home country is a risky decision. It is risky because many of these students will have never lived out of their home countries. Students from more affluent families may have traveled abroad, but many  prospective students will not have done so. They are unaccustomed to the cultural norms in other countries.

    Recruiting international graduate students involve different considerations. For example, international students seeking master’s degrees in applied areas such as MBAs, and students looking at Ph.D. programs in STEM fields will have different concerns. Prospective students may have never studied in a setting where the language of the host country was the only language spoken. If a student is from some regions of Africa, Asia, or South America it is possible that the teaching style to which they have been exposed is didactic. But if the student is looking at studying in Western Europe, Canada, the United States the instructional style will be more dialectic, with give and take between students and faculty. All of these factors should be considered when universities/specific graduate programs craft recruitment strategies.

    Female students from Europe or North America, may be reluctant to consider graduate programs in the Middle East or parts of Asia because the roles of women, both inside and outside of the classroom is more constrained. Women from more religiously conservative Islamic countries may not be allowed to travel outside of home country without a male chaperone (Muharem). When graduate programs are considering the applications from students who have not grown-up in western industrialized countries consideration should be given to the fact that GRE score may not accurately reflect the abilities of prospective students. It should be clear by this point those institutions who seek to recruit graduate students from across the globe need to do their homework to be culturally sensitive.

    The Importance of Program Quality

    For graduate programs that seek to attract the best students from around the globe there are some universal truths.

    1. One of the differences between graduate and undergraduate programs is that students are likely to have courses taught by some of the leading scholars in the field. Graduate programs need to capitalize on this when attempting to recruit international students.
    2. The ranking of a graduate program is of great import. The further a graduate program is removed from being ranked among the best programs in the world, the more difficult it becomes to attract top graduate students.
    3. The reputation of individual faculty members also matters. In top ranked MBA programs, or in a STEM field for example, there may be a single professor that is regarded to be amongst the best researchers in the world in his or her field.
    4. For prospective graduate students looking only at elite programs, it is important that they have a chance to interact with faculty members by phone, video conferencing, email, and visits to campus prior to enrollment. There is always the risk that a  world-renowned professors will treat students like they are lucky to be talking to him/her – which is a mistake. Returning to a theme from my last essay on recruiting international undergraduates, graduate programs should court these top students, they will have other choices. Do not treat them like you are their only choice.
    5. Another important consideration for prospective students is the opportunity to participate in internships or to serve as research assistants (and later in post-doc fellowships). For more applied master’s degree programs, the opportunity to be part of consulting efforts can be a consideration. Finally, the longer the time period allowed for time spent in internships or in post-graduate fellowships – the better.
    6. In addition, cost matters. Prospective doctoral students in STEM fields will assume that they will get a research assistantship that will cover all, or most, costs. Most master’s degree programs do not include assistantships, thus tuition and fees, along with the availability of financial aid will influence their decisions.

    In addition to the factors above, there are other considerations for prospective students. In fields and programs, where students hope to become pre-eminent researchers there is often a preference that instruction be in English. There are practical reasons for this preference. For prospective doctoral students, the majority of the top journals in STEM fields are published in English. Often conference papers are presented in English. In the case of business, both spoken and written English is the lingua franca of international business.

    While less important, there are other considerations for prospective students. The permeability of the country culture in which the institution has been admitted can also be a consideration. Can students easily connect with other students and the wider community? Personal safety is also a factor. For example, this is often a concern about studying in the United States. In addition, any recent perceived mistreatment of international students quickly spreads across the globe. The visa process put into place by the Trump administration or China’s decision to expel all international students during the pandemic are examples of government policies that can influence the decisions of future graduate students.

    Many  international students are admitted and enroll in less prestigious graduate programs so high rankings are not always a key factor. Some students coming from Third World Countries may hope to immigrate to the country in which they choose to study. Thus, the probabilities of legal immigration can matter. Proximity to extended family and of course the probability of being admitted can be a factor.

    What Should Graduate Programs Do?

                Graduate programs that seek to enroll international students need to organize themselves to do this effectively. Unlike efforts to enroll undergraduates, where the image of an entire university plays a major role in matriculation decisions, the prestige and structure of an individual graduate program is what matters. The faculty of the program, with the support of the academic unit in which the program is housed, need to be clear eyed about the program’s strength and weaknesses. In addition, graduate programs need  to collect information on all of the students who applied, which ones were admitted, and where they enrolled. The use of data is critical especially for programs that are seeking to move higher in rankings schemes.

                Successful efforts require more organizational structure and focus than is often found at the program level. Any fellowships and scholarships need to be used in a strategic and coordinated manner. Programs need to develop communication strategies and targeted web pages –  this is necessary regardless of how highly ranked a graduate program may be. Both the communication streams and the website need to be customized to reflect the unique interests of international students. The concerns of prospective international doctoral students in Education are different from those of potential master’s students in Bioinformatics, or potential Ph.D., students in Materials Science.

                For universities and for graduate programs that seek to enroll more international graduate students there are a host of factors that influence students’ enrollment decisions. Program leaders need to be thoughtful and strategic in order to achieve their goals. Less prestigious programs may need to consider using recruiting agents, similar to undergraduate recruitment. It is likely to be necessary to assign many of these tasks to a professional staff position who has the time and expertise to create a highly integrated recruitment, admissions, and scholarship function.

    Donald Hossler a member of the Edu Alliance Group Advisory Council is an emeritus professor of educational leadership and policy studies at Indiana University Bloomington (IUB). He currently serves as a Senior Scholar at the Center for Enrollment Research, Policy and Practice in the Rossier School of Education, at the University of Southern California. Hossler has also served as vice chancellor for student enrollment services, executive associate dean of the School of Education, and the executive director of the National Student Clearinghouse Research Center.

    Hossler’s areas of specialization include college choice, student persistence, student financial aid policy, and enrollment management. Hossler has received career achievement awards for his research, scholarship, and service from the American College Personnel Association, the Association for Institutional Research, the College Board, and the National Association of Student Personnel Administrators. He recently received the Sonneborn Award for Outstanding Research and Teaching from IUB and was named a Provost Professor.

    Edu Alliance Group, Inc. (EAG) is an education consulting firm located in Abu Dhabi, the United Arab Emirates, and Bloomington, Indiana, USA. We assist higher education institutions worldwide on a variety of mission-critical projects. Our consultants have accomplished university/college leaders who share the benefit of their experience to diagnose and solve challenges.

    EAG has provided consulting and successful solutions for higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda,  United Arab Emirates, and the United States.

    Edu Alliance offers higher education institutions consulting services worldwide. If you like to know more about how Edu Alliance can best serve you, please contact Dean Hoke at [email protected] 

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  • Higher Ed Without Borders Announces Its First Guest – Edu Alliance Journal

    Higher Ed Without Borders Announces Its First Guest – Edu Alliance Journal

    May 29, 2022 – Higher Ed Without Borders a podcast series dedicated to education professionals worldwide announced its opening guest will be Dr. Ehab Abdel-Rahman, Provost of The American University in Cairo.  The series is hosted by co-founders of Edu Alliance Dr. Senthil Nathan in Abu Dhabi, UAE, and Dean Hoke in Bloomington, Indiana. The episode will be available on June 7th.

    Each episode is a half-an-hour-long conversation with international thought leaders that will enlighten and provide some new thoughts on critical issues facing higher education globally. You can subscribe to this free podcast series by going to Higher Ed Without Borders or searching for “Higher Ed Without Borders” on your preferred podcast app.

    Podcast Guest Dr. Ehab Abdel-Rahman

    Dr. Abdel-Rahman is the Provost of the American University in Cairo (AUC).  The university founded in 1919 has over 7,000 undergraduate and graduate students from over 60 nations. He is the Chief Academic Officer and provides administrative leadership and oversight for all academic components of the University. As Provost, he has twice led the re-accreditations of AUC by the Middle States Commission on Higher Education (MSCHE)  and the National Authority for Quality Assurance and Accreditation of Education “NAQAAE”.

    He also spearheaded the development of AUC’s Strategic Plan, and in 2020, AUC’s QS World University Rankings moved up 25 places, placing it amongst the top 1.5% of universities worldwide.

    Dr. Abdel-Rahman holds his Bachelor’s and Master’s Degrees in Physics from Helwan University in Cairo and his Ph.D. in Physics from the University of Utah.

    Future Guests Include

    • Dr. Allen Goodman, Chief Executive Officer of the Institute of International Education (IIE)
    • Dr. Frank Cooley, Chancellor Purdue University Global
    • Dr. Jim Henderson, President, and Chief Executive Officer of the University of Louisiana System
    • Dr. Gil Latz, Vice Provost of Global Strategies, and International Affairs for The Ohio State University
    • Dr. Mariët Westermann Vice Chancellor of New York University, Abu Dhabi

    Co-Host Biographies

    Dr. Senthil Nathan is Co-Founder and Managing Partner of Edu Alliance Ltd in Abu Dhabi, UAE.  Since the founding of the company in 2014, Senthil has been involved in numerous advisory & consulting projects for higher education institutions and investment firms.

    After spending a decade in the USA on research and engineering design projects, Dr. Nathan joined the Higher Colleges of Technology in 1993, the largest higher education institution in the UAE. He served in various positions and from 2006-to 2014 was Deputy Vice-Chancellor / Vice Provost for Planning & Administration. Dr. Nathan has been involved in numerous advisory and consulting roles in education/training & development engagements. In 2014 he received the Distinguished Alumni Award from the National Institute of Technology in India. He is the Chairman of the Board of Trustees for Livingston University in Uganda. Dr. Nathan is an accomplished speaker and presents at educational events worldwide.

    Dean Hoke is Managing Partner of Edu Alliance Group in the United States and Co-Founder of Edu Alliance Ltd. in the United Arab Emirates. Dean has decades of progressively responsible and visionary leadership roles in higher education, communications & online learning. He has led numerous initiatives that have created innovation & positive change in the higher education & non-profit sector. He has worked since 1974 in senior positions in higher education, broadcasting, and online learning.

    He participates in numerous advisory & consulting projects in the fields of international education, branding, business intelligence, and online learning. He is an active speaker and writer in the field of global higher education and distance learning.  Dean is a member of the Board of the American Association of University Administrators, the Franklin University School of Education Advisory Board, and is a member of the Board of Advisors for Higher Education Digest.

    Edu Alliance

    The podcast is a production of Edu Alliance an education consulting firm located in Bloomington, Indiana, and Abu Dhabi, United Arab Emirates. Founded in 2014 Edu Alliance assists higher education institutions worldwide on a variety of mission-critical projects. The consulting team is accomplished leaders who share the benefit of their experience to diagnose and solve challenges. They have provided consulting and executive search services for over 35 higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.

    A special thanks to:

    White Rabbit in Bloomington, Indiana is the production partner providing graphics and audio support.

    Higher Education Digest is the media partner for Higher Ed Without Borders podcast. The Digest is an independent Higher Education Portal and Magazine.

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  • Edu Alliance Launches New Podcast Series – Edu Alliance Journal

    Edu Alliance Launches New Podcast Series – Edu Alliance Journal

    May 9, 2022 – Edu Alliance announces the launch of Higher Ed Without Borders a podcast series dedicated to education professionals worldwide.  The series is hosted by Dr. Senthil Nathan and Dean Hoke co-founders of Edu Alliance. Each episode is a half-an-hour-long conversation with international thought leaders that will enlighten and provide some new thoughts on critical issues facing higher education globally.

    The series will examine critical issues in higher education that are common to universities throughout the world. The introduction episode titled “What Makes This New Series Unique?” Dr. Senthil Nathan and Dean Hoke, discuss why they created this international higher education podcast series.  

    The initial 13-part series will begin on June 7th and a new episode will air every two weeks. The free podcast series will be available on Spotify, Apple, Google Podcasts, IHeart, Deezer, Player FM, and others, just search for the phrase “Higher Ed Without Borders”.

    Higher Ed Without Borders is conducting a short survey asking members of the higher education community to suggest future topics and guests. You can participate by going to Podcast Topics and Guest Suggestions.

    If your organization wants to know more about how Edu Alliance can best serve you,  please connect with either  Dean Hoke in the United States or Dr. Senthil Nathan in the United Arab Emirates.

    The podcast is a production of Edu Alliance an education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Founded in 2014 Edu Alliance assist higher education institutions worldwide on a variety of mission critical projects. Our consultants are accomplished leaders who share the benefit of their experience to diagnose and solve challenges. We have provided consulting and executive search services for over 35 higher education institutions in Australia, Egypt, Georgia, India, Kazakhstan, Morocco, Nigeria, Uganda, United Arab Emirates, and the United States.

    A special thanks to:

    White Rabbit in Bloomington, Indiana who is providing graphics, and audio support.

    Higher Education Digest is the media partner for Higher Ed Without Borders podcast. The Digest is an independent Higher Education Portal and Magazine.

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  • Why You Should Be A Member of the American Association of University Administrators – Edu Alliance Journal

    Why You Should Be A Member of the American Association of University Administrators – Edu Alliance Journal

    April 11, 2020 by Dean Hoke – When I came back to the United States in 2017-18 I wanted to re-engage with the US university community. I joined NAFSA primarily due to my work in International Higher Education but I also wanted to be a part of a smaller organization where I could get to know the people better and attend conferences that would continue my professional development. I decided to join in 2018 The American Association of University Administrators (AAUA).

    Who is AAUA

    AAUA is a non-profit professional organization founded in 1970 for higher education leaders and administrative personnel. It is the only professional association for individuals who are interested in the entire range of higher education management (from department chair/unit director through president) in the entire diverse set of American colleges and universities (two- and four-year; public, private non-profit, private for-profit; comprehensive, research-focused, special mission).

    Membership in AAUA helps support the association’s mission. In addition, membership provides—for those members who have an interest—opportunities for professional networking and leadership. In addition to enrolling and serving a significant complement of administrators at the most senior levels, the association is also interested in assisting early-career practitioner administrators build/enhance their leadership portfolios by providing leadership opportunities through service on association committees, boards, and taskforces. Opportunities to collaborate on offering professional development services are available as well.

    Professional Development Opportunities

    Annual Leadership Seminar: In particular this is my favorite because of the networking and the presentations. The 50th Leadership Seminar of the American Association of University Administrators is scheduled for June 9-10, 2022. It will be held as a hybrid event, with in-person sessions meeting at the Marriott Stanton South Beach Hotel (Miami, Florida). In-person sessions are planned for June 9 (morning and evening) and June 10 (morning). On-line sessions will be held on the afternoon of June 9th. I will be attending in person.

    AAUA Professional Development Fellows Program : The Fellows Program is an individually designed, year-long, mentored professional development experience during which the candidate uses his/her day to-day responsibilities as the spring board for improving a set of self-identified professional skills to enhance his/her administrative competence.

    Cross-Institution Visits : Recognizing the value of learning from administrative peers at other institutions (both similar in nature and of radically different structure or purpose), AAUA facilitates short-term (one to three week) cross institution visits between like-role administrators. The association also occasionally organizes and conducts small group (6-10 people) two- and three-day visits to clusters of institutions for the purpose of learning about notable or unique programs.

    So What is the Cost of Membership?

    There are two types of memberships. One is Individual and the other is Institutional

    Individual: An active Membership (Open to any person interested in the administration of higher education) is $100. The Student (Open to any graduate student enrolled in an institution of higher education who is interested in the field of higher education administration. is $35.

    Institutional: Any college/university or any other organization/firm may sponsor the membership of individuals on the following basis:

    • 1-6 Supported Members – Total membership dues rate: $500
    • 7-15 Supported Memberships – Total membership dues rate: $1,000
    • 16-24 Supported Memberships – Total membership dues rate: $1,500
    • 25 or more Supported Memberships: $2,000

    I would encourage you to consider becoming a member of the AAUA. I have found the people you get to know are outstanding, the conferences educational and enjoyable and the cost of membership is well worth the value.

    If you have questions or wish to join feel free to contact me or better yet contact:

    Dan L. King, Ed.D., President, and Chief Executive Officer
    American Association of University Administrators
    1 Ralph Marsh Drive, Glen Mills, Pennsylvania 19342 (USA)Phone: 814-460-6498
    Email: [email protected]

    Dean Hoke is a Managing Partner of Edu Alliance Group in the United States and Co-Founder of Edu Alliance Ltd. in the United Arab Emirates. Dean has decades of progressively responsible and visionary leadership roles in higher education, communications & online learning. He has led numerous initiatives that have created innovation & positive change in the higher education & non-profit sector. 

    Dean began his career in 1975 with Bellarmine University working in various roles, including admissions and external relations. In 1983 he entered the broadcasting field, serving as a senior executive for Public Broadcasting System stations and a cable network. In 1998 he co-founded The Connected Learning Network, a full-service online learning company. In 2009 accepted an invitation to move to the United Arab Emirates serving in senior positions at Higher Colleges of Technology & Khalifa University.

    He participates in numerous advisory & consulting projects in the fields of international education, branding, business intelligence, and online learning. He is an active speaker and writer in the field of global higher education and distance learning. Dean has presented and written worldwide on leadership, higher education, and distance learning. Dean is a member of the Board of the American Association of University Administrators, the Franklin University School of Education Advisory Board, and a member of NAFSA. Mr. Hoke has a B. A from Urbana University, an M.S from the University of Louisville, and a Certificate in Executive Management from the University of Pennsylvania Wharton School.

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