Workshop

Riding the Wave: An Update on Student Recruitment in Viet Nam

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Riding the Wave: An Update on Student Recruitment in Viet Nam

An Unofficial Pre-NAFSA Annual Conference Seminar

Date:  Monday, May 29, 2017              Time:   10 a.m.- 12 noon

Seminar Leader: Dr. Mark Ashwill, Managing Director, Capstone Vietnam

  Co-Speaker: Phuc Phan, Founder and Instructional Designer, College Scout

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 Content by Dr. Mark Ashwill  

A comprehensive overview of current market conditions, recruitment tools and techniques and different types of recruitment strategies

An analysis of Vietnamese student enrollment at US higher education institutions based on the most up-to-date SEVIS information

Content by Mr. Théodore Phan

Academic and extracurricular challenges for Vietnamese undergraduates

 How to align college preparation of prospective students with the US general education curriculum.  Includes short videos of online 101 prep content.

Location: Will be sent to registered participants

Register:  here

csulb logocsulastudy in the usa

 

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Identifying and Analyzing your Institution’s Marketing Opportunity

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intead logoBelow is a repost of an Intead Insight by Ben Waxman & Michael Waxman-Lenz  about a presentation made at the recent Intead NYC Global Marketing Workshop.

Chinese students submit their SAT scores to twice as many colleges than international students from other countries. What does that mean for your yield enrollment marketing and your yield projections?

Elevator Summary

  • International student mobility expected to increase from 4.3M in 2011 to 8.5M students by 2025
  • On average, Chinese students submit their SAT scores to 12 universities, Indian students to 8 and Canadians to 5
  • Check out College Board’s web traffic to understand the most attractive US university brands for Indian and Chinese students. Interestingly, 6 of the top 10 most reviewed profiles are the same choices for students from both countries
  • SAT registrations and student enrollment from China grew by 64% from 2011 to 2013. From India the registrations grew 36%, while Indian student enrollment declined 9% during that 2 year period.

Clay Hensley from College Board and Christine Farrugia from the Institute of International Education presented at our INTEAD Global Marketing Workshop for Academic Leaders last week. They provided a highly informative overview from their rich internal and external data sets.

Chart 1 (below) displays the average number of SAT scores sent per student by country. The numbers show a remarkable difference with clear implications for your school’s yield management after admitting students from different countries. On average, Chinese students submit scores to 12 universities, while a student from the United Arab Emirates, UK or Nigeria will submit less than five. You notice that the difference does not appear income-based.

Frequency of SAT Score Sends Per Student

[Vietnam ranks 4th after China, South Korea and Taiwan with 8.68 SAT scores sent per student.]

Chart 2 is a broad observation of the appeal of the US education super brands around the world. College Board showed the top 10 most viewed university profiles by students from India and China. The data is based on visits to their BigFuture website. Six of the top 10 universities are identical across these two countries and include Stanford, Harvard, UCLA, Berkeley, NYU and Cornell. Indian students have a preference for technical programs and so the inclusion of MIT and Cal Tech may not surprise.

A large share of Chinese students also view two Midwestern universities: University of Illinois at Urbana-Champaign and University of Michigan. While the other 4,500 US academic institutions do not have the global name recognition, the entire US university system benefits from the “halo effect” of these academic “super brands.”

The reality is, these super brands can only accommodate a very small number of students overall, much less international students. Their attractiveness increases US competitiveness overall as the US becomes the chosen destination and other schools have the opportunity to be considered. As online programs gain further attention, these global super brands will increase their reach and brand position around the world.

The corresponding data for India show a 28% increase in web visitors, and 36% SAT registration growth, while the enrolled students from India declined by 9% during the period from 2011 to 2013.

So the intention and interest to study in the US seems to have continued to grow while the realization of that aspiration lagged. What do you think are the main reasons for that gap? Post a comment below this blog to engage in the discussion.

Much productive work can be done by all of us if Clay and Christine’s hopeful outlook is correct for continued growth in student mobility. They quoted a potential group of 8M students studying outside their home country by 2025, up from 4M in 2011.

 

 

U.S. Higher Education Admissions: Something for Everyone (?)

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LOGO-CHUANI was recently invited to speak to a group of admissions colleagues from Vietnam National University (VNU)-Hanoi in a workshop entitled “Dossier Evaluation and Interviews in Competence-Based University Admissions,” organized by that institution’s Institute for Education Quality Assurance in Kim Boi, Hoa Binh.

During two morning sessions, I discussed some distinguishing features of U.S. higher education, including size and diversity, enrollments, cost, transferability of credits & portability of credentials, the admissions process as both art and science, the Common Application, national colleges admissions exams (e.g., SAT and ACT), different definitions of selectivity, and rankings methodology.  The bulk of the presentation, however, focused on seven schools that fall on a continuum of selectivity, their requirements and the ways in which they screen applications.  They ranged from open admission (e.g., a community college) and “minimally difficult” (e.g., South Carolina State University) to “moderately difficult” (e.g., University of Delaware), “very difficult” (e.g., SUNY/Geneseo) and “most difficult,” (e.g., Harvard), plus two nationally-ranked graduate programs in computer science and business.  A stimulating and lively discussion followed.

Group Pic
Seated to my left: Dr. Nguyen Kim Son, Vice President, VNU-Hanoi, and Dr. Nguyen Quy Thanh, Director, Institute for Quality Assurance

It’s gratifying to see that Vietnam is taking the necessary steps to reform its university admissions process by abolishing the traditional university entrance exam and introducing other elements to the selection process.  In an era of growing demand and rapid expansion of the nation’s higher education system, the entrance exam is costly, inefficient and a major source of stress among students and parents.  This annual rite of passage will soon be replaced by a standardized exam, a localized version of the SAT and ACT.

As with any nation and its higher education system, the U.S. is a positive and negative role model.  There are policies and practices from which countries like Vietnam can learn and that it can adapt and localize, and those that it should avoid at all costs.

MAA