Beyond More of the Same Top Four Emerging Markets International Student Recruitment

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Research Report

Rahul Choudaha, Director

Yoko Kono, Research Associate

WES Research & Advisory Services

www.wes.org/RAS

[email protected]

Beyond Moreof the Same:The Top Four Emerging

Markets or InternationalStudent Recruitment

03

2012 WES All rights reserved | October 2012

Recommended Citation: Choudaha, R. and Kono, Y. (2012, OctoberBeyond More of the Same: The Top Four Emerging Markets for International Student Recruitment

World Education Services, New York. Retrieved fromwww.wes.org/RAS
mailto:rchoudah%40wes.org?subject=mailto:ykono%40wes.org?subject=http://www.wes.org/RASmailto:ras%40wes.org?subject=http://www.wes.org/rashttp://www.wes.org/rasmailto:ras%40wes.org?subject=http://www.wes.org/RASmailto:ykono%40wes.org?subject=mailto:rchoudah%40wes.org?subject=


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Beyond more of the same

2World Education Services 2012

WES Research ReportsVisitwes.org/RAS to download our ree reports.

Beyond More of the Same: Te op Four Emerging Markets for InternationalStudent RecruitmentIdenties key emerging countries with promising recruitment potential and includesnearterm strategies to successully nurture these markets. It recommends that institutionsadopt a portolio approach aimed at balancing recruitment opportunities with thepotential risks and uncertainties o expanding their eorts in emerging markets.

Not All International Students are the Same: Understanding Segments,Mapping BehaviorHighlights how dierences in academic preparedness and nancial resources impact theschool choices and inormationseeking behavior o prospective international studentslooking to study at higher education institutions in the United States. It identies ourtypes o U.S.bound international students: Strivers,Strugglers,Explorers, and Highiers.

rends in International Student MobilityProvides an indepth understanding o the trends and issues related to internationalstudent enrollment and helps institutional leaders and administrators makeinormed decisions and eectively set priorities.
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Executive Summaryoday, almost one in two international students in the U.S. is rom China, India, or South Korea. Tishas led an increasing number o higher education institutions (HEIs) to seek out international studentsrom a broader range o countries, as they look to diversiy their student bodies. o this end, HEIs mustnot only identiy emerging markets but also balance recruitment opportunities with potential risks anduncertainties o expanding their recruitment eorts. How prepared are HEIs to deal with emergingmarkets in an unpredictable and evolving environment, and how can they maximize opportunities orinternational student recruitment?

While there is increasing interest in recruiting rom emerging markets, the identication o targetcountries is oten based on anecdotal evidence, a method that is neither ecient nor cost-eective. Wedesigned this study to systematically identiy key emerging markets and oer near-term strategies toguide U.S. institutions in successully nurturing them.

Te study addresses the ollowing three questions: 1) Other than the largest markets o China, India,and Korea, rom which emerging markets should institutions recruit? 2) What makes these emergingmarkets promising or recruitment? 3) How can institutions navigate these emerging markets toachieve their recruitment goals? Using the Delphi methoda mixed method orecasting techniquebased on the anonymity and expertise o participantswe conducted two rounds o surveys with highereducation experts in the eld o international recruitment. Below are the key ndings rom the survey:

The Top Four emerging markeTs

U.S. institutions should increase their near-term recruitment eorts in the ollowing our emergingmarkets (by order o importance):

1. Saudi Arabia: With over 23,000 students currently enrolled in U.S. institutions, Saudi Arabiais and will continue to be an encouraging market, due to the extension o the King AbdullahScholarship Program. U.S. institutions that oer Intensive English Programs and skillullyengage with government agencies have the greatest potential to recruit rom this rich pool oully sponsored students.

2. Brazil: Due to the launch o the Scientic Mobilityscholarship program, U.S. institutions canexpect a healthy ow o nearly 50,000 Brazilian students enrolling in short-term programs overthe next our years. Institutions that eectively dierentiate themselves rom competitors cancapitalize on this market opportunity.

3. Vietnam: High recruitment potential can be attributed to Vietnams growing middle classand strong study abroad interests. Tis makesVietnamese students the third largest body ointernational students at American community colleges. Institutions o higher education thatidentiy and reach Vietnamese students with the nancial means to study in the U.S. shouldenjoy a good deal o recruiting success in the coming years.


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4. urkey: Opportunities to recruit rom urkey are primarily rom its graduate market and dualdegree programs. Recognized as a tough market to develop, but one with a lot o potential,HEIs can overcome barriers by understanding the preerences and academic needs o urkishstudent segments.

a porTFolio approach To inTernaTional recruiTmenT

We conclude that the best way or universities to navigate the challenges and opportunities o recruitingrom these top emerging markets is to adopt a portolio approach or more eective risk managementand growth. Institutions should:

Diversiy by recruiting beyond China, India, and Korea, and build a portfolio of countries.De-risk by employing a portfolio of practices, including nancial relationships and engagement

strategies, when cultivating emerging markets.


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FiguresFigure 1: Optimization challenge ........................................................................................................6

Figure 2: A portolio approach to international recruitment .............................................................18

Figure 3: A portolio o practices or targeting emerging markets .....................................................18

Tablesable 1: What are emerging markets? .................................................................................................7

able 2: Internet usage in emerging markets .....................................................................................20

Table o ContentsExecutive summary..............................................................................................................................3

Context o international student recruitment and emerging markets ..................................................6Research objective ...............................................................................................................................9

From which emerging markets should institutions recruit? .................................................................9

1. Saudi Arabia .........................................................................................................................10

2. Brazil ....................................................................................................................................12

3. Vietnam ................................................................................................................................14

4. urkey ...................................................................................................................................16

Recommendation: A portolio approach to international recruitment ..............................................18

Conclusion ........................................................................................................................................21

Appendix ...........................................................................................................................................22

Reerences and notes .........................................................................................................................24


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Context o International StudentRecruitment and Emerging MarketsIt has become increasingly important or U.S. universities in recent years to seek out emerging marketsor international student recruitment. On one hand, these markets present opportunities or enrollmentgrowth, on the other, they present risk due to their uncertainty. According to the Boston ConsultingGroup, nearly 125 million households in emerging market cities will enter the middle class between2010 and 2015.1At the same time, the slackening economic growth o China and India, which arecurrently the two main sources o international students coming to the U.S., may impact overallinternational student enrollment, calling into question the over-dependence on these countries.2

How prepared are U.S. higher education institutions (HEIs) to deal with emerging markets in anunpredictable and evolving environment, and how can they maximize opportunities or internationalstudent recruitment? What does this mean or HEIs that must make strategic choices about selecting anddeveloping source countries or recruitment?

International student recruitment is inherently complex due to a wide range o source countries andcompetition among institutions o higher education within and beyond national boundaries. Terecent worldwide nancial crisis has led to budget cuts, adding a new sense o urgency among manyinstitutions to recruit sel-unded students.

In this new hypercompetitive environment o international recruitment, institutions must optimize atleast ve primary dimensionsquantity, quality, diversity, time and budget (See Fu 1). Tey areexpected to recruit quality students, while ensuring diversity within the shortest span o time and withlimited nancial resources. Tese expectations present an enormous optimization problem, but can be

managed with an inormed and planned recruitment strategy.

F 1: Optimiztion Chenge

Time Quality

Quantity

Budget Diversity

esources os


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sTraTegic choice: To peneTraTe an exisTing markeT or culTivaTe an

emerging markeT?

Most institutions rely on traditional source countries to solve the optimization problem as penetratingan existing market or enrollment growth is a less costly route in terms o eort, time, and budget. Asa result, many institutions are seeing an over-representation o students rom leading countries. oday,almost one in two international students in the U.S. is rom China, India, or South Korea. On somecampuses, Chinese students make up over hal o the non-domestic student population. At the Universityo Iowa, Chinese students comprised more than 70% o international undergraduates in 2011.3

Institutions are beginning to realize the need to de-risk their dependence on only a ew large markets.Risks develop when institutions rely on limited source countries, as there is a greater chance o losinga large share o an institutions international student population i some incident occurs that halts orslows down the pipeline.4 Tere are also reputational risks involved. An inux o students rom one orew select countries can have unintended negative consequences on campus culture and diversity.

An alternative approach to international recruitment is to strategically identiy and cultivate emergingmarkets (See Tabl 1 or term denition). Tis is especially critical because developing studentpipelines is a time- and resource-intensive endeavor. A growing number o HEIs are branchingout with their recruitment activities to reach underrepresented countries, ostering new channels ointernational students.5

A recent study by WES Research & Advisory Services ound that international student segmentsdier by academic preparedness and nancial resources.6 Te report highlighted the importanceo understanding dierent student segments to build an ecient recruitment strategy. In a similar

vein, understanding the characteristics o dierent source countries is critical, as emerging marketspresent untapped potential and unknown challenges. (Download the report rom http://www.wes.org/

ewenr/12aug/eature.htm)

TaBl 1: Wht re merging Mrkets?

What are Emerging Markets?

n this report, emerging mrkets re chrcterize y their growth

potenti to sen interntion stents overses. t is not synonymos with emerging mrkets

s se in siness n economics.

n economics, emerging mrkets re istingishe from mtre economies, ike the u.S., n regenery ccepte s emerging y virte of their recent fst economic growth.

athogh emerging mrkets show growth potenti for interntion recritment, not rpiyeveoping economies re emerging sorce contries, or vice vers. n other wors, emerging

mrkets in this sty re ene y the potenti they oer for instittions to recrit intern-tion stents, not soey y their economic growth rte.
http://www.wes.org/ewenr/12aug/feature.htmhttp://www.wes.org/ewenr/12aug/feature.htmhttp://www.wes.org/ewenr/12aug/feature.htmhttp://www.wes.org/ewenr/12aug/feature.htm


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unTapped poTenTial

Economic growth and expanding social inrastructure in emerging markets are ueling the appetite orhigher education. In the tertiary education sector, experts orecast that Brazil could add 2.6 millionstudents; Indonesia is projected to increase enrollments by 2.4 million; Nigeria will increase by 1.4million and the Philippines, Bangladesh, and urkey will each increase by around 700,000.7 Risingaspirations and growing afuence in emerging economies contribute to the number o amilies thatnd a U.S. higher education much more aordable than in the past. According to the 2012 World

Wealth Report, Southeast Asiaa less developed, but rapidly emerging regionalready surpassesEurope in the number o deca-millionares.8 As a result, post-secondary education-seeking studentsare burgeoning in emerging economies, and those who can aord it are increasingly pursuing highereducation overseas.

Due to these circumstances, emerging markets have enormous growth prospects, presenting a relativelyuntapped pool o international students or HEIs. Tese markets also present a lucrative recruitmentopportunity or many public institutions acing budget challenges. Institutions that identiy andestablish pipelines in promising countries will not miss the opportunity to cultivate a uture platormor international student enrollment growth.

unknown challenges

Working with emerging markets, however, is a double-edged sword. While it presents potentialrewards, there are also challenges to achieving international student enrollment goals, particularly innding academically prepared and sel-unded students.

One relevant indicator o academic preparedness or U.S. HEIs is the students English prociencylevels. Te number o international students entering the Intensive English Program (IEP) pathway

has gained momentum, particularly at public institutions, driving overall international enrollment gainsin the past ew years. Students enrolled in intensive English have soared by 24% rom the precedingyear to over 32,000 in 2010/11.9

Te aorementioned WES Research & Advisory Services study similarly segmented internationalstudents by academic preparedness. Explorersstudents with low academic preparedness andhigh inancial resourceswere more likely to plan on attending a second-tier school. Similarly,

Strugglersstudents with low academic preparedness and low nancial resourceswere more likelyto attend an IEP.10

Despite the growth o middle- and high-income amilies in emerging markets, an overseas higher

education experience is still costly. It is expected that many emerging economies, such as Nepal,Bangladesh, Pakistan, Nigeria, India, Morocco, Indonesia, and Sri Lanka, will retain a gross domesticproduct (GDP) per capita below US$10,000 in 2020.11 Clearly, challenges remain in identiying the

volume o sel-nanced students rom emerging countries and reaching them through a cost-ecientand eective channel.


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Research ObjectiveWhile there is increasing interest in recruiting rom emerging markets, the selection o target countriesis oten based on anecdotal evidence with limited supporting inormation to cultivate these markets.In this study, we systematically identiy key emerging markets and oer approaches or successullynurturing them. We ocus on near-term attractiveness o new emerging markets to make ourrecommendations relevant and actionable, rather than theoretical or long-range planning.

Te study addresses the ollowing overarching questions:

1. Other than China, India, and Korea, rom which emerging markets should institutions recruit?

2. What makes these emerging markets promising or recruitment?

3. How can institutions navigate these emerging markets to achieve their recruitment goals?

Te research ndings are presented in two key sections. First, we present the top our emerging marketsalong with their country bries that highlight background inormation and respondents commentsrom the survey. Second, we share conclusions and recommendations designed to help institutionsormulate coherent emerging markets recruitment strategies.

From Which Emerging Markets

Should Institutions Recruit?o discern uture growth markets o international student recruitment, we conducted two rounds osurveys with higher education experts in the eld o international recruitment, using the online Delphisurvey method (see adxor an explanation o the research methods). As a mixed methoddesign o systematic data collection and analysis, we calculated aggregate ranking rom respondents

views and analyzed openended comments on rationales behind their choice o country ranking.

Our analysis determined that the our emerging markets that show the highest recruitment potentialor U.S. HEIs, by order o importance, are Saudi Arabia, Brazil,Vietnam, andurkey.

Te ollowing country bries provide the contexts, opportunities or growth and approaches to navigatethese countries based on the analysis o the experts comments.


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1. saudi arabia

With one o the world s largest oil reserves, SaudiArabia is an incredibly wealthy country. Nonetheless, in1990, only 10% o the university-age Saudis, or 139,000students, were enrolled in tertiary level education.

Within a decade, however, Saudi Arabia has seen a ve-old increase in tertiary enrollment. Te expanded accessto post-secondary education can is largely attributableto the governments investment in education. In 2011alone, the Kingdom spent US$40 billion.12

A major pillar o the Kingdoms investment in educationis the King Abdullah Scholarship Program (KASP), whichsince 2005, has dramatically contributed to the outowo Saudi students to overseas institutions o highereducation. Between 2000 and 2010, the internationalmobility o Saudi students increased threeold, and inrecent years nearly 90% were unded by scholarships.13

Te U.S. continues to be the most popular destination,hosting roughly 40% o total Saudi students abroad.14

According to the Institute o International Education(IIE), there were 23,000 Saudi students at U.S. HEIsin 2010/11.15 More recent data rom the Student andVisitor Exchange Program suggest that enrollmentsor 2012 may set new and signicant records or Saudistudents, with some 52,000 nonimmigrant students

and exchange visitors in the Student and Exchange Visitor Inormation System (SEVIS) as oMarch 2012. Tis compares to 36,500 students in March 2011.16 It should be noted that SaudiArabia is primarily an undergraduate market (roughly hal ), and 40% o Saudi students are enrolledin business/management or engineering.17

opporTuniTies For inTernaTional recruiTmenT

With the greatest recruitment potential among the our noted emerging markets, our experts agreedthat the scholarship program provided by the Saudi government promises to provide a sustained streamo Saudi Arabian students. Te continued expected growth o Saudi students relies on the extensiono study abroad sponsorship unding, as shared by a vice president o enrollment at a midwestern

institution. Similarly, Jane Robinson, Director o the International Center at Missouri State University,stated that they continue to receive many applications rom scholarship and non-unded [Saudi]students, shedding light on the nancial capacity o even Saudis who are not scholarship recipients.

challenges For inTernaTional recruiTmenT

Saudi students with scholarships are a nancial boon to universities. However, regulations set by

At a Glance: Saudi Arabia

Economic Indicatorsd* (2011): $577 iiond growth, nn % (2010): 4.6%

d growth, nn % (2011): 6.8%

d per cpit, * (2011): $24,434

Education Indicatorsross nroment tio:

upper Seconry (2010): 94.8% Tertiry (2010): 36.8%

nroment: upper Seconry (2010): 1,441,403

Tertiry (2010): 903,567

Student Mobility IndicatorsOton Moiity (2011): 41,532

Oton Moiity tio (2010): 4.6%

Stents in the uS (2010/11): 22,704 Chnge from 2009/10: 43.6%

nk in Top ces of Origin: 6 acemic leve:

- 48.2% nergrte

- 20.3% grte- 29.8% other

- 1.7% OT

Sorce: Wor bnk; uSCO nstitte forSttistics; .

*For all country briefs: GDP and GDP percapita, PPP are in current US$.


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sponsoring agencies can limit student enrollment rom a particular country. Te Saudi ArabianCultural Mission (SACM) is the main agency that administers the Saudi Arabian scholarshipprogram in the U.S., and it designates U.S. HEIs that are eligible to host government-nanced Saudistudents. Institutions that are not recognized by SACM due to the unavailability o certain majors/programs cannot host students. Even institutions that are already recognized may nd aspects o thescholarship program a hindrance because o structural policies, such as limits on enrollment perinstitution placed by scholarship program administrators, as indicated by Sara Allaei, Assistant Deanor International Aairs/Director or International Enrollment & Services at Indiana University-Purdue University Indianapolis.

Tese limits mandate that U.S. institutions stay abreast o changing policies that sponsoring agenciesinstitute, and that they also investigate other opportunities to recruit sel-nanced Saudi students. Forexample, as o January 2012, 13% o Saudi students overseas were doing so at their own expense.18 Tisindicates that there is a subset o the Saudi market on which U.S. HEIs can capitalize. Institutionsmust better understand the prole, preerences and inormation-seeking behavior o prospective Saudistudents to reach these segments. One way this can be achieved is through social networking. Forinstance, Riyadh is the most active witter city in the Middle East with many university-age users, and

Youube has become a popular platorm among young Saudis.19 Institutions should explore emergingsocial media channels or more targeted marketing strategies.

Another key challenge that emerged rom our experts comments was students academic preparedness.According to IIE, 29% o Saudi students are currently enrolled in intensive English language training,representing the highest proportion o any international student group.20 Te University o Denvers

Associate Dean and Director o International Student Admissions, Marjorie Smith, echoed that Manyneed English as a Second Language (ESL) and we have limited space or conditionally admittedstudents. Despite the major growth potential o Saudi students in the U.S., academic preparednessmay pose a challenge.

o address these matters, some institutions have recently established IEPs and expect to see moreinterest rom Saudi students. Since nearly hal o current Saudi students in the U.S. are enrolled atthe undergraduate level and government scholarships cover the entire duration o their studies abroad,U.S. HEIs can expect sustained interest in the IEP plus a our-year degree model. Te recent extensiono the King Abdullah Scholarship Programto 202021 promises a continued stream o Saudi students tothe U.S. Institutions that can provide or their ESL needs may be able to attract a larger pool o ullysponsored students.

Additional resources: Saudi Arabia

- Otining Seconry Creentis from Si ari. World Education News & Reviews.

http://it.y/M1iq- WS dt Trens among Si appicnts for Creenti vtion. World Education News

& Reviews. http://it.y/a4CS- Wor dt on ction: Si ari. nterntion bre of ction. http://it.y/cme

- King ah Schorship rogrm. Si arin Ctr Mission to the u.S.http://www.scm.org/

- Si Stents Foo in s u.S. eopens door. (07/27/2012). The Wall Street Journal.

http://on.wsj.com/OtmST4
http://bit.ly/M1lliqhttp://bit.ly/A4llCShttp://bit.ly/Ncbmeahttp://www.sacm.org/http://on.wsj.com/OtmST4http://on.wsj.com/OtmST4http://www.sacm.org/http://bit.ly/Ncbmeahttp://bit.ly/A4llCShttp://bit.ly/M1lliq


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2. brazil

Brazil, with the worlds ith largest population andsixth largest economy, is a rising global power. Its percapita GDP at PPP that has grown by 60% in the lastdecade, and in 2011 stood at US$11,700. Althoughtertiary level access remains relatively low compared toother emerging markets (35% gross enrollment ratio),the number o post-secondary students has increasedthreeold over the last decade to nearly 6.6 million.

he U.S. is the most popular destination amonginternationally mobile Brazilian students, with one inthree studying at American institutions.22 In 2010/11,there were nearly 9,000 Brazilian students in the U.S.23O those, nearly hal were enrolled at the undergraduatelevel, with one in our majoring in business/managementand one in ve studying in the sot sciences, humanities,or arts disciplines.24 Currently, only 22% o Brazilianstudents are majoring in ields related to science,technology, engineering and mathematics (SEM), ascompared to nearly 43% o Chinese and 73% o Indianstudents. A shit towards these disciplines is expected

with uture incoming students given the ocus o thegovernments scholarship program.25


Survey respondents conrm the potential o Brazil as the second emerging market or internationalrecruitment identied in this study. Cheryl Borden, Director o International Admissions at ElonUniversity noted, Te Brazilian economy is also thriving and more and more students are lookingto attend school in the U.S. Te government has also initiated a number o programs to encouragestudents to study in the U.S., particularly in the SEM elds.

With the launch o the US$1.7 billion Scientic Mobility(ormerly known as Science Without Borders)scholarship program in 2011, at least hal o the 100,000 undergraduate and postgraduates unded bythe Brazilian government and the private sector are expected to study in the U.S. over the next our

years. Brazilian students majoring in SEM disciplines are eligible or the scholarship. Te majority

will study abroad during their junior year and return to their Brazilian university to complete theirdegrees.26 Experts commented that their institutions have begun building relationships with Brazilianuniversities to increase the likelihood o attracting more students.

Te inaugural cohort o 650 Scientic Mobilitystudents arrived in the spring o 2012 with another 1,500or the Summer and Fall 2012.27 Although the average stay or scholarship-unded Brazilian studentsis short, the size o Brazils student pipeline guarantees a promising uture or U.S. universities

At a Glance: Brazil

Economic Indicatorsd (2011): $2,477 iion

d growth, nn % (2010): 7.5%d growth, nn % (2011): 2.7%

d per cpit, (2011): $11,719



nroment:

upper Seconry (2010): 9,284,000 Tertiry (2010): 6,552,707

Student Mobility IndicatorsOton Moiity (2011): 27,151

Oton Moiity tio (2009): 0.4%

Stents in the uS (2010/11): 8,777 Chnge from 2009/10: -0.1%


- 46.3% nergrte

- 34.8% grte stents- 9.9% other

- 9.0% OT

Sorce: Wor bnk; uSCO nstitte forSttistics; u dt; .


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Comments rom our experts suggest that the Brazilian market is challenging. One reason is thecompetition rom other universities or the same Brazilian students, said Alan Huesing, Director oInternational Education at East exas Baptist University. In act, more than 250 U.S. institutions havesecured, or are currently vying or agreements that allow them to host these students.28

Te undamental concern, however, is that many institutions do not have a strong history o enrollmentor recruitment experience in the Brazilian market. Many notably [lack] academic context and limitedinormation or recruiters. Lacking country-specic market inormation prevents institutions rommatching their institutional capacities, disciplines, program level, and location to meet Brazilian studentpreerences and needs. An executive director at a northeastern institution nds challenges in ndingBrazilian students interested in SEM elds related to technology and agriculture/environment,which are the strongest majors oered by the school.

As competition or sponsored Brazilian students intensies among host institutions, those that urtherinvestigate student characteristics will be able to identiy market entry opportunities. A cost-eectivemethod or deepening understanding and increasing institutional awareness among prospectiveBrazilian students is through social networking. Te act that 96% o Brazils Internet populationuses social media oers the possibility o reaching over 79 million people, which can increase theinstitutions brand reputation.29

Another challenge o recruiting Brazilian students is their need or additional English languageinstruction. It is estimated that about hal o the rst cohort o the Scientic Mobilityprogram undertookEnglish language training. Tis may present diculties or HEIs that do not oer English languageprograms, since additional English courses, i necessary, are required or Brazilian scholarship holders.

As the Director o Graduate Admission and International Recruitment at the College o Saint Rose,

Colleen Tapalia, shared, Our institution does not have a campus-based ESL program, so conditionaladmission is complicated. Te Brazilian government also acknowledges language prociency as anobstacle and plans to invest more in training.30 For now, U.S. institutions seeking to host Brazilianstudentswith or without scholarship supportmust consider the provision o intensive Englishtraining and academic support programs.

Additional resources: Brazil

- nterntion bre of ction. Wor dt on ction: brzi. http://it.y/5ht

- brziin Schorship Scheme thers Stem. World Education News & Reviews.http://it.y/HV6S

- brzi Scientic Moiity rogrm (nergrte). nstitte of nterntion ction.http://it.y/cc8rC

- brzi Scientic Moiity rogrm (grte). laSau: acemic n rofession rogrmsor the americs. http://it.y/qQC

- u.S. coeges see opportnity s brzi sens stents ro. (08/29/2012). Reuters.

http://ret.rs/uy
http://bit.ly/N5GPhthttp://bit.ly/HV6lSNhttp://bit.ly/Ncc8rChttp://bit.ly/IqQCflhttp://reut.rs/NUyEIIhttp://reut.rs/NUyEIIhttp://bit.ly/IqQCflhttp://bit.ly/Ncc8rChttp://bit.ly/HV6lSNhttp://bit.ly/N5GPht


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3. vieTnam

Vietnam is a new Asian tiger, and has one o astest growing economies in the world. Currently, 45%o the population is under the age o 25, which means a young, growing population will continue todemand increased access to tertiary education. Vietnams GDP has tripled within the last decade,outpacing other rapidly developing countries and the global average. Although it is the least afuentamong the top our emerging markets identied in this report, Vietnam witnessed the strongestgrowth in economic prosperity during the rst decade o the new century. Between 2000 and 2010, percapita GDP (PPP) increased 126%, as compared to 26% in Saudi Arabia and 60% in Brazil.

Over the same time rame, Vietnam experienced a ten-old expansion in tertiary level enrollment.oday, over two million Vietnamese students are enrolled in tertiary studies. Tis will continue toincrease as a result o the growing youth population and economic expansion. According to theVietnam Ministry o Education and raining (MOE), the number o Vietnamese students overseashas surged in recent years, and in 2011 there were more than 100,000 Vietnamese students overseas.31

One o the most popular destinations or Vietnamese students is the U.S., which hosted 14,888students in 2010/11, a six-old increase rom 2000/01.32 More recent SEVIS data reveal that there

were over 18,500 nonimmigrant students and exchange visitors in 2012.33 Currently, about three inour Vietnamese students in the U.S. are enrolled at the undergraduate level. Nearly 60% o the total

were studying at a community collegealmost 10% o total international enrollments at communitycolleges, and just 0.2 percentage points less than the Chinese student body.34 Business/management isthe most popular eld, attracting 40% o Vietnamese students; another 20% are enrolled in engineeringor math/computer science programs.35


Te growing aspirations o the expanding educated class, supported by economic development, drivethe international mobility o students rom Vietnam. Students who are academically qualied andhave the nancial means are known to seek academic opportunities abroad.36

Many experts have conrmed the data trends and insights: Vietnams thriving middle class is attractedby U.S. HEIsespecially at the undergraduate levelmaking it the third highestranked emergingmarket in our study. According to a statement by the Vice Chancellor or Global Aairs o the StateUniversity o New York (SUNY), Mitch Leventhal, Vietnam has tremendous pent up demand, a largecollegeage cohort, signicant personal savings, and strong ties to the U.S. In response to increasinginquiries, some institutions, like the University o CaliorniaSanta Barbara, are cultivating this marketby making their second trip this all, according to Lisa Przekop, the Associate Director o Admissions.

Tose who have already begun actively recruiting rom Vietnam are seeing their early eorts pay o.Colleen Tapalia stated that they have a good momentum [o Vietnamese students], and currentVietnamese students are good ambassadors, [and are] happy and doing well in their coursework.

In particular, a ew experts have observed an increase in associate degreeholding Vietnamese studentswho wish to transer to a ouryear college and complete a bachelors degree in the U.S. In 2010/11,there were 9,000 Vietnamese students enrolled at American community colleges, making Vietnam


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the third largest international population studying atthese institutions.37 Additionally, Vietnams MOEannouncement this summer that it will invest US$21.6million or Project 911, which includes sending 10,000PhD students abroad until 2020. his indicates theprospects o recruiting Vietnamese students at thegraduate level in the coming years. 38 Vietnamesestudents thirst or higher education and opportunitiesabroad presents a rich market or U.S. HEIs to tap.

challenges For inTernaTional

recruiTmenT

At the same time, nancing a U.S. education is the mostcited obstacle to recruiting students rom Vietnam. Adirector o international programs at a midwesternpublic university stated that Vietnamese studentslargely lack the nancial resources to pay or highereducation. Despite growing prosperity, VietnamsGDP per capita is still low as compared to other topemerging markets, such as Saudi Arabia, with a GDPper capita that is seven times greater than Vietnams.

Te Vietnamese government has a ew overseas studyscholarship programs mostly at the graduate level,and some, such as Project 322 (masters programs), arebeing phased out.39 Another director at a private westerninstitution stated that they perceive [Vietnamese students] to be nancially needy, but academically very

gited. And we do not oer need-based aid. It is no surprise that 90% o Vietnamese students abroadare sel-nanced,40 attesting to the limited nancial support rom both the Vietnamese governmentand host institutions. For U.S. institutions with limited or no unds or needs- or merit-based aid,recruiting Vietnamese students is dicult.

In order to eciently take advantage o this window o opportunity, U.S. HEIs must understanddierent segments o Vietnamese students who are nancially viable and uncover the conduit toreach them. Te prevalent use o education agents, especially at the community college level, and, theexponential rise in access to technology41 suggests that social media can be a powerul channel toengage Vietnamese students.

Additional resources: Vietnam

- list of ecognize nstittions y Vietnms Ministry of ction & Trining.

http://it.y/Mgyhhttp://it.y/OjklF- Wor dt on ction: Vietnm. nterntion bre of ction. http://it.y/MHs0nK

- Seconry ction Contry roe: Vietnm. uSCO. http://it.y/ftWf

- Higher ction in Vietnm: Stent rowth, Fcty Shortges n nterntionrtnerships. World Education News and Reviews. http://it.y/i9Spj

- ising mer of Vietnmese Sty aro. (01/16/2012). DTI News. http://it.y/lqTHr

At a Glance: Vietnam

Economic Indicatorsd (2011): $124 iiond growth, nn % (2010): 6.8%

d growth, nn % (2011): 5.9%

d per cpit, (2011): $3,435



nroment:

upper Seconry (2010): 3,585,790 Tertiry (2010): 2,020,413

Student Mobility IndicatorsOton Moiity (2011): 47,938Oton Moiity tio (2011): 2.4%

Stents in the uS (2010/11): 14,888 Chnge from 2009/10: 13.5%


- 74.2% nergrte

- 16.3% grte stents- 6.0% other

- 3.5% OT

http://bit.ly/ROjkLFhttp://bit.ly/ROjkLFhttp://bit.ly/ROjkLFhttp://bit.ly/MHs0nKhttp://bit.ly/NfbtWfhttp://bit.ly/bi9Spihttp://bit.ly/LqTHxrhttp://bit.ly/LqTHxrhttp://bit.ly/bi9Spihttp://bit.ly/NfbtWfhttp://bit.ly/MHs0nKhttp://bit.ly/ROjkLF


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4. Turkey

urkey s booming economy showed a GDP annualgrowth rate o 9.2% in 2010 and 8.5% in 2011. Itsper capita GDP (PPP) is higher than Vietnams andBrazils, but considerably less than Saudi Arabias.

urkeys youth population (ages 1529) is large, makingup 30% o the total population, the highest in Europe.42

Although upper secondary gross enrollment rat io(GER) shows no dierence as compared to Vietnam(urkey: 64%; Vietnam: 65%), urkey currently oersgreater access to tertiary level education than Vietnam

with a GER o 46% (2.9 million students in 2009).43

Te U.S. is the most popular destination or outboundurkish students, with roughly one in our is enrolledhere.44 Since 2000/01, urkey has been among the top10 places o origin or international students in the U.S.with 12,000 now studying at American institutions.Approximately 40% o urkish students are enrolledin engineering or business/management, and another13% are in the social science ields; and the largeproportion are pursuing graduate degrees.45

opporTuniTies For inTernaTional

recruiTmenT

urkish students are increasingly seeking opportunities abroad because only one in three students whotake the national placement test are able to secure a place in a urkish university.46 In addition, bleakemployment prospects (more than 30% o urkish youth under 25 are jobless 47) or recent graduates

will likely entice nancially able urks to continue their studies abroad.

Many experts cited that their institution already hosts urkish students and actively recruits romurkey, with a handul reporting existing institutional relationships. Respondents expressed that therecruitment potential o urkey lies in the graduate market. Chuck Olcese, Director o International

Aairs at Pittsburg State University, mentioned urkeys need or graduate education, and anotherassociate director o a southern HEI has observed that urkish students are strong in science (also

reected in a recent publication that reported on urkeys strong growth in scientic research output48

).

According to a recent IIE report on transnational collaborative programs, urkey is the third mostpopular country with which U.S. institutions have established joint or dual degree programs.49 A largeshare o respondents, including Susan JagendorSobierajski, Executive Director o InternationalEducation at SUNY College o Agriculture and echnology at Cobleskill, NY, reported that ormingrelationships with urkish universities and developing dual degree programs enable U.S. HEIs to

At a Glance: Turkey

Economic Indicatorsd (2011): $773 iiond growth, nn % (2010): 9.2%

d growth, nn % (2011): 8.5%

d per cpit, (2011): $17,499


upper Seconry (2009): 63.9%

Tertiry (2009): 45.8%

nroment: upper Seconry (2009): 3,329,122

Tertiry (2009): 2,924,281

Student Mobility IndicatorsOton Moiity (2011): 48,820Oton Moiity tio (2009):1.6%

Stents in the uS (2010/11): 12,184 Chnge from 2009/10: -1.7%


- 29.0% nergrte- 52.8% grte stents

- 8.4% other- 9.8% OT



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advance their recruitment goals in the urkish market. Based on our experts predictions, it seems that ahistory o engagement and complex orms o partnership, such as transnational programs, will continueto attract urkish students.


At the same time, lack o institutional resources or recruitment, such as a budget or travelling ornancial aid or international graduate students, are among the biggest challenges that reduces urkeysrecruitment potential. Even institutions that have adequate sta resources and upper managementsupport to actively recruit, may nd urkey a dicult market. Respondents remarked on its market

volatility. As an associate vice president o a midwestern public institution expressed, [We] needcontinuing presence in the country. Our analysis suggests that urkey may be one o the tougherrecruitment markets, requiring persistent and continuous eorts to bear ruit. Tough these challengesare not unique, the urkish markets higher dependency on graduate level students and lack o a largescale scholarship program makes it lowest in recruitment potential among the our emerging marketsin this study.

Diculty in cracking the urkish market can be overcome by accumulating detailed student preerencesbeyond academic levels and majors. According to a recent study, almost hal o urkish studentschoose their study destination based on their perception o what potential employers will value. Temost important source o inormation or prospective urkish students is an institutions website.50In addition, social media is a promising method to engage with potential urkish students. Currently,96% o the Internet population in urkey uses social media, totaling 30 million Facebook usersand 4 million witter accountsor 4th and 8th place in global users, respectively.51 Since urks arebecoming increasingly Internet savvy, American universities should explore online marketing andbetter understand the behavior and needs o urkish students to ultimately recruit them at low cost.

Additional resources: Turkey

- university listing & boogn rocess of Trkey. The Conci of Higher ction.

http://it.y/M62v

- Wor ction dt: Trkey. nterntion bre of ction. http://it.y/M281- Trkish ction roe. C-aC. http://it.y/clx

- Trkish Stent Sttistics. epic of Trkey Ministry of tion ction.http://it.y/j58d

- u.S. rte Schoos See Signicnt ncrese in Foreign nroments. (11/08/2011).

The Chronicle of Higher Education. http://it.y/t9Mtt
http://bit.ly/M6ba2vhttp://bit.ly/M28EE1http://bit.ly/NclxLXhttp://bit.ly/Ij58DEhttp://bit.ly/td9Mtthttp://bit.ly/td9Mtthttp://bit.ly/Ij58DEhttp://bit.ly/NclxLXhttp://bit.ly/M28EE1http://bit.ly/M6ba2v


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Recommendation: A PortolioApproach to International RecruitmentWe recommend that U.S. HEIs adopt a portfolio approach to international recruitment(SeeFu 2). Tis ramework consists o two tactics that eciently utilize institutional resources toachieve recruitment goals. Universities and colleges should build 1.) a portolio o countries, and 2.)a portolio o practices.

F 2: a ortfoio approch to nterntion ecritment

Portfoio of Countriesdiversify y recriting eyon Chin, ni n Kore, n

i portfoio of contries with mi of growth n risk.

Portfoio of Prcticesece risk y empoying mi of prctices, incing

nancial relationships n engagement strategies, when

ctivting emerging mrkets.

Institutions should recruit in emerging markets and, thus, build a portfolio of countries. Te up-and-coming markets that HEIs should target or their near-term recruitment eorts are Saudi Arabia,Brazil, Vietnam, and urkey. Tis diversication strategy will help institutions mitigate the risksassociated with over-dependence on select markets, and enhance prospects or enrollment growth.However, emerging markets present both opportunities and challenges. Adopting a portfolio ofpractices (includingnancial relationshipsand engagement strategies) can help U.S. institutions increasetheir opportunities when recruiting rom emerging markets.

he portolio approach argues that targeting multiple emerging markets with a mix o practicesdiminishes the inherent risk involved with them. Tis strategy is designed to help institutions capitalizeon the opportunities and overcome the optimization problem o recruitment. I incoming students arenot suciently prepared academically, or i a sudden drop in applications rom one country occurs, aportolio approach balances the overall risk because resources are not exclusively invested in one targetmarket. As competition among HEIs continues to expand rapidly, U.S. HEIs that eciently maximizetheir limited resources ensure they will exert greater inuence on prospective international students.

F 3: a ortfoio of rctices for Trgeting merging Mrkets

Finnci etionships nggement Strtegies

ercise instittion retionships to tpinto sorces of fning.

Oer instittion schorshipsstrtegicy.

rtner with foreign instittions forenhncing visiiity n eeperretionships (e.g. egree progrms).

ngge with potenti, crrent n formerstents throgh soci mei to improve

wor-of-moth n rn recognition.


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Financial relaTionships

o tap into sources o unding, institutions should leverage their institutional competitive advantage(e.g. program/major) and relationships with sponsoring agencies. Many emerging economies, such asSaudi Arabia and Brazil, are initiating scholarship programs that send students overseas or highereducation as a part o building the capacity o the national workorce. For U.S. HEIs dealing withbudget cuts, these international students represent a boon because they not only pay ull tuition, butthey also diversiy the student population.

As these types o scholarship plans become more prevalent, U.S. institutions should proactively pursuethe opportunities to host unded students. In order to receive these students, institutions must ulllrequirements oten set by sponsoring agencies (whether they are unding organizations, embassies,or others). As an example, SACM manages the KASP scholarship process by placing Saudi Arabianstudent at approved American universities, colleges, and IEPs. o host Brazilian students under theScientic Mobility program, American universities and colleges must apply to organizations thatadminister the ollowing scholarship holders: IIE or undergraduate programs and Academic andProessional Programs or the Americas (LASPAU) or PhD programs.

A new era has evolved in which institutions no longer simply interact with prospective students.oday, they must increasingly engage with other oversight parties that open opportunities and limitrecruitment rom the prospective pools. Western Michigan University receives more than the standardnumber o sponsored Saudi students through SACM because o its rigorous English languageprogram.52As illustrated, U.S. HEIs that skillully use their institutional competence will be able to tapinto these sources or tuitionpaying students.

At the same time, however, nancial capacity and scholarship unds should not be the sole drivers oU.S. HEIs recruitment eorts. Institutions can strategically decide to enroll students who lack nancial

ability rom particular emerging markets, such as Vietnam, as a method o diversication. U.S. HEIsare not as needblind to international students as popularly perceived,53 but in this time o strainedbudgets, institutions are orced to use their limited scholarships strategically.54 Financial aid needsdier by various student segments; thus, institutions must take a realistic account o their ability tomeet the diverse needs o their international students.55 Oering limited needbased scholarshipsdeliberately and aligning them with dierent student segments can help their institutions diversiytheir international enrollment population.

engagemenT sTraTegies

U.S. HEIs should draw on their pre-existing ties with institutions in emerging markets to reach their

goals. For instance, dual degree programs or partnerships with urkish universities open doors tolonger-term and deeper relationships with the potential country to attract students in terms o bothquality and quantity. Institutions that evaluate their existing relationships and leverage them skillullyhave the potential to reap the greatest benets rom emerging markets.

Other than engagement at the institutional level, current and ormer students will act as ambassadorsto promote U.S. institutions, as evidenced by the Vietnamese market. Using their voice, particularly


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through social media, institutions can ampliy a positive sphere o inuence on potential students.Te aorementioned WES Research & Advisory Services study ound that the second most popularchannel used by international students during their college search stage is personal networks (ollowing

visits to the institutions website). Once again, an emerging inormation source or these students issocial media.56 odays youth increasingly perceive other students and alumni networks as authenticinormation sources as a result o their knowledge o and direct experiences with the HEI.

Te worldwide rise o the Internet population urther reveals the expansive reach that social mediacan have. Moreover, because the social networking user base is growing more quickly in developingeconomies than in developed ones,57 the implications or online marketing and recruitment areimmense in emerging markets (See Tabl 2). O urkeys 35 million Internet users, 31.5 million areon Facebook and three out o our are between the ages o 16 and 34.58 Substantial social network usecoupled with an expanding mobile device penetration in urkey present a chance or HEIs to use thesetechnological platorms to increase institutional awareness and brand recognition.

TaBl 2: nternet usge in merging Mrkets

merging Mrketnternet sers

(in miion)Penetrtion

(% of popution)

Fcebooksers

(in miion)

Popur loc SociNetworking & Onine

esources

Sudi arbi 11.4 43.6 5.2 Mktoo

Brzi 79.2 39.0 56.5universo Onine

Orkt

Vietnm 30.5 33.7 6.9Zing / Zing Me

Cip.vn

Turkey 35 44.4 31.1 Mynet ksenim

Sorce:nternet users n enetrtion (s of dec. 2011). nternet Wor Stts. www.internetworstts.comopr loc Soci etworking & Onine esorces. ae. www.e.comFceook users (s of Jy 2012). Socikers. www.socikers.com

From the standpoint o institutions, recruitment through social networks can be an eective methodto break into new and dicult emerging markets without incurring additional costs. O course, a socialmedia presence alone will not recruit international students. Institutions that consistently monitor andcreatively engage with emerging markets at all stages o the college search and application process willidentiy potential students and their needs and preerences to ultimately yield a positive multiplier eect.

odays highly interconnected digital global youth population and tight budget environment demandsthat institutions o higher learning harness social media as a student engagement and recruitment tool.
http://www.internetworldstats.com/http://www.alexa.com/http://www.socialbakers.com/http://www.socialbakers.com/http://www.alexa.com/http://www.internetworldstats.com/


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Conclusionoday, almost one in two international students in the U.S. hails rom China, India, or South Korea. Asignicant decline in the number o prospective students rom these traditional markets is unlikely inthe near uture, but the unpredictable global economy and environment draws attention to institutionsoverreliance on these sources. Moreover, erce competition or international students suggests theneed to reduce the risk o limited recruitment strategies.

While there is an increasing necessity to recruit rom emerging markets, the identication o countries islargely based on anecdotal evidence, which is neither ecient nor costeective. Tis study addresses thegap by systematically identiying key emerging markets and suggests approaches to navigate these markets.

U.S. institutions should increase their nearterm recruitment eorts in the ollowing our emergingmarkets (by order o importance): Saudi Arabia, Brazil,Vietnam, andurkey.

We conclude that the best way or universities to navigate the challenges and opportunities o recruitingrom emerging markets is to adopt a portolio approach or more eective risk management and growth.

Institutions should use the ollowing strategies:

Portfolio of Countries: Diversiy by recruiting beyond China, India, and Korea and build aportolio o countries;

Portfolio of Practices: Reduce risk by employing a mix o practices, such as nancial relationshipsand engagement strategies, when cultivating emerging markets.

Tis report provides higher education proessionals with insights to prioritize more eectively their eortstowards their goal o recruiting beyond more o the same and venture into new and emerging markets.


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Appendix

meThods

Our study gathered the opinions and predictions o higher education experts using the Delphi methodto identiy uture growth markets or recruiting international students.

A Delphi study aims to achieve the most reliable consensus o opinion by conducting two or morerounds o intensive surveys to the same group o geographically dispersed experts, utilizing anonymityand controlled eedback.59 Te strength o this orecasting technique lies in its iterative communicationprocess among expert panelists and integration o their combined experiences and opinions.60 Asinternational student recruitment is an inherently complex and evolving domain, we used the Delphiapproach or its suitability in addressing questions that have high uncertainty.61

For this study, we dened expert as a higher education proessional who holds a title o Director/Dean or higher, and is responsible or international student recruitment. Proessionals who t thesetwo criteria were careully and systematically selected rom the 2011 Higher Education Directoryand WES internal database. We then sent the panel an email invitation to complete an online surveythrough Calibrum, a webbased Delphi method sotware. Our aim was to garner a panel o 15 to 30experts, which is the standard participation or Delphi surveys.62

We employed two successive survey roundsRound 1 (R1) and Round 2 (R2)to identiy the uturegrowth markets (other than China, India, and Korea) or the 2015/16 incoming class or which HEIs

will be recruiting in 2013. Tis recruitment cycle was chosen in order or our recommendation to berelevant or HEIs nearterm eorts. Te aim o R1 was to shortlist the emerging markets through

rankings, which 53 respondents completed. Te purpose o R2 was to establish a consensus o thesource countries with the highest growth potential. In this round, 28 experts reranked the top vecountries rom R1 in light o their peers opinions. We then calculated rankings rom R2 results andcoded experts comments to summarize the countries that U.S. HEIs should actively target to maximizetheir return on investment or recruitment eorts.

Based on the analysis o the rankings, aiwan surprisingly ranked ourth among the emerging markets.However, this is likely the result o an historical pipeline o aiwanese students. We triangulated thiswith the qualitative analysis o the openended comments and decided to exclude this aberration romurther analysis. Experts described aiwan the new Japan, as HEIs ormally saw a great number ostudents, but not so much now. Echoing these comments, IIE data has reported negative growth o

aiwanese students in the U.S. since 2007/08. Additionally, aiwan is a mature economy with hightertiary GER and a declining youth population. For these reasons, though aiwan may still be a largemarket, based on sheer size volume, we did not classiy it as an emerging market due to its limited

uturepotential or international recruitment.


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who parTicipaTed in The survey?

Vice Chancellor/Provost

Dean/Director

0 100%20% 40% 60% 80%

>= 9 years ofexperience ininternationalrecruitment

68%68%

17%

21%

53%

50%

Round 1

Round 2

acknowledgemenTs

We would like to acknowledge the ollowing experts in international higher education or agreeing tobe quoted in this report:

Alan Huesing, Director o International Education, East exas Baptist UniversityCheryl Borden,Associate Director o Admissions and Director o International Admissions, Elon UniversityChuck Olcese, Director o International Afairs, Pittsburg State UniversityColleen Tapalia, Director o Graduate Admissions and International Recruitment, Te College o

Saint RoseJane Robison, Director o the International Center, Missouri State UniversityLisa Przekop,Associate Director o Admissions, University o CaliorniaSanta BarbaraMarjorie Smith,Associate Dean and Director o International Student Admission, University o DenverMitch Leventhal, Vice Chancellor or Global Afairs, State University o New York SystemSara Allaei,Assistant Dean or International Afairs & Director or International Enrollment &

Services, Indiana UniversityPurdue University IndianapolisSusan JagendorfSobierajski,Executive Director, O ice o International Education, College o

Agriculture and echnology at Cobleskill, State University o New York

Interested in participating in uture WES research on international enrollment trends as an expert?Please email your interest to Yoko Kono at [email protected]
mailto:ykono%40wes.org?subject=mailto:ykono%40wes.org?subject=


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Reerences and Notes1. Boston Consulting Group. (2011). Navigating the new consumer realities. Retrieved rom

http://bit.ly/qCg2Aw

2. Fischer, K. (2012, July 16). Colleges are wary o global economys eect on oreign enrollments. Te Chronicle

o Higher Education. Retrieved rom http://bit.ly/NwJpPY

3. O 1,734 international undergraduate students enrolled at the University o Iowa in 2011, 1,245 were rommainland China. Te University o Iowa. (2011). Prole o international students and scholars. Retrievedrom http://bit.ly/RP25

4. U.S. higher education institutions experienced the unintended negative eects o market overreliancewhen Iranians were prohibited rom studying overseas ater the overthrow o the Shah in the late 1970s,and Southeast Asian student enrollment experienced a dramatic decline ater the 1997 economic crisis.McMurtrie, B. (2011, November 14). International enrollments at U.S. colleges grow but still rely on China.Te Chronicle o Higher Education. Retrieved rom http://bit.ly/viKEt

5. Wilhelm, I. (2011, September 25). U.S. colleges seek greater diversity in oreignstudent enrollment.Te Chronicle o Higher Education. Retrieved rom http://bit.ly/GY1e8u

6. Choudaha, R., Orosz, K., & Chang, L. (2012). Not all international students are the same: understandingsegments, mapping behavior. New York: World Education Services. Retrieved romhttp://www.wes.org/ewenr/12aug/eature.htm

7. Sharma, Y. (2012, March 13). Fast pace o higher education enrolment growth predicted to slow.University World News. Retrieved rom http://bit.ly/Jlkvgu

8. Knight Frank. (2012). Te world wealth report 2012. Retrieved rom http://bit.ly/HeSrdC

9. Institute o International Education. (2012). rends in intensive English program enrollment: data romOpen Doors. [Presentation]. PowerPoint presented at the Annual NAFSA Conerence. Houston, X.

10. Choudaha, R., Orosz, K., & Chang, L. (2012). op.cit.

11. Sharma, Y. (2013, March 13). op.cit.

12. Zawya. (2012, May 2). KSAs USD21bn education push. Retrieved rom http://bit.ly/R8c3IQ

13. Saudi Gazette. (2012, January 29). 50,000 Saudis to graduate rom top 500 universities by 2020. Retrievedromhttp://bit.ly/NUwPYL

14. UNESCO Institute or Statistics. (2011). Global education digest. Retrieved rom http://bit.ly/vQlEkm

15. Institute o International Education. (2011). Open Doors Data. New York: IIE. Retrieved romhttp://bit.ly/sW40Y3

16. U.S. Immigration and Customs Enorcement. (2012, April). Student and exchange visitor inormationsystem: quarterly review. Retrieved rom http://bit.ly/RDIEHL. U.S. Immigration and CustomsEnorcement. (2011, April). Student and exchange visitor inormation system: quarterly review. Retrievedrom http://1.usa.gov/uYJ6b2

17. Institute o International Education. (2011). op.cit.

18. Saudi Gazette. (2012, January 29). op.cit.19. Al Arabiya News. (2012, August 2). Riyadh the most active witter city in the Middle East. Retrieved rom

http://bit.ly/Oso0E9. Al Arabiya News. (2011, October 27). Saudi youth turn to new media to discuss andshare concerns. Retrieved rom http://bit.ly/vrYa59

http://bit.ly/qCg2Awhttp://bit.ly/NwJpPYhttp://bit.ly/RffP25http://bit.ly/viTKEthttp://bit.ly/GY1e8uhttp://www.wes.org/ewenr/12aug/feature.htmhttp://bit.ly/Jlkvguhttp://bit.ly/HeSrdChttp://bit.ly/R8c3IQhttp://bit.ly/NUwPYLhttp://bit.ly/NUwPYLhttp://bit.ly/vQlEkmhttp://bit.ly/sW40Y3http://bit.ly/RDIEHLhttp://1.usa.gov/uYJ6b2http://bit.ly/Oso0E9http://bit.ly/vrYa59http://bit.ly/vrYa59http://bit.ly/Oso0E9http://1.usa.gov/uYJ6b2http://bit.ly/RDIEHLhttp://bit.ly/sW40Y3http://bit.ly/vQlEkmhttp://bit.ly/NUwPYLhttp://bit.ly/R8c3IQhttp://bit.ly/HeSrdChttp://bit.ly/Jlkvguhttp://www.wes.org/ewenr/12aug/feature.htmhttp://bit.ly/GY1e8uhttp://bit.ly/viTKEthttp://bit.ly/RffP25http://bit.ly/NwJpPYhttp://bit.ly/qCg2Aw


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21. Tomas, D. (2012, January 31). Saudi extends scholarship scheme to 2020. Te PIE News. Retrieved romhttp://bit.ly/wy50VL

22. UNESCO Institute or Statistics. (2011). op.cit.


24. Ibid.

25. Ibid. Te authors calculated these percentages based on international students majoring in physical/liescience, math/computer science, engineering, and health proessions as dened by IIE.

26. ravers, E. (2012, March 18). University initiatives melt borders with Brazil. University World News.Retrieved rom http://bit.ly/FQ4zUa

27. Palmer, D. (2012, August 28). U.S. colleges see opportunity as Brazil sends students abroad. Reuters.Retrieved rom http://reut.rs/NUyEII

28. Marcus, J. (2012, July 12). Flying down to Rio uels new NorthSouth romance. Te imes Higher Education.Retrieved rom http://bit.ly/Rhwvm9

29. Almeida, B. (2012, March 13). 6 new social media trends in Brazil. Latin Link. Retrieved romhttp://bit.ly/QqI4WF

30. Downie, A. (2011, September 11). How Brazil is sending 75,000 students to the worlds best colleges. ime.

Retrieved rom http://ti.me/o0hKz431. DI News. (2012, January 16). Rising number o Vietnamese study abroad. Retrieved rom

http://bit.ly/LqHxr


33. U.S. Immigration and Customs Enorcement. (2012, April). op. cit.



36. Uyen, . (2011, December 21). Vietnamese universities losing best students? VietNamNet Bridge. Retrievedromhttp://bit.ly/rQMjta


38. Viet Nam News. (2012, July 3). op students studying overseas to get cash. Retrieved romhttp://bit.ly/NrBRZ1

39. V, C. (2012, May 25). Lacking money, MOE stops plan on unding overseas study. VietNamNet Bridge.Retrieved rom http://bit.ly/KPN0r3

40. DI News. (2012, January 16). op.cit.

41. ColemanLochner, L. (2012, July 5). In Vietnam, P&G woos hearts, minds, and schools.Bloomberg Businessweek. Retrieved rom http://buswk.co/M1ojDA

42. European Commission Eurostat. (2009). Youth in Europe. Retrieved romhttp://bit.ly/lQ2RL9

43. UNESCO Institute or Statistics. (2012). Data. Retrieved rom http://bit.ly/n3sWXJ

44. UNESCO Institute or Statistics. (2011). op.cit.

45. Institute o International Education. (2011). op.cit.46. Eduairs. (n.d.). urkey acts. Retrieved rom http://bit.ly/KU1LWP

47. OBrian, M. (2012, June 6). What country has the worst youth unemployment? Not Spain or Greece .Te Atlantic. Retrieved rom http://bit.ly/MdDaPd

48. Sharma, Y. & Sawahel, W. (2011, March 30). Strong science in Iran, unisia, urkey. University World News.Retrieved rom http://bit.ly/MFDwO3
http://bit.ly/wy50VLhttp://bit.ly/FQ4zUahttp://reut.rs/NUyEIIhttp://bit.ly/Rhwvm9http://bit.ly/QqI4WFhttp://ti.me/o0hKz4http://bit.ly/LqTHxrhttp://bit.ly/rQMjtahttp://bit.ly/rQMjtahttp://bit.ly/NrBRZ1http://bit.ly/KPN0r3http://buswk.co/M1ojDAhttp://bit.ly/lQ2RL9http://bit.ly/lQ2RL9http://bit.ly/n3sWXJhttp://bit.ly/KU1LWPhttp://bit.ly/MdDaPdhttp://bit.ly/MFDwO3http://bit.ly/MFDwO3http://bit.ly/MdDaPdhttp://bit.ly/KU1LWPhttp://bit.ly/n3sWXJhttp://bit.ly/lQ2RL9http://buswk.co/M1ojDAhttp://bit.ly/KPN0r3http://bit.ly/NrBRZ1http://bit.ly/rQMjtahttp://bit.ly/LqTHxrhttp://ti.me/o0hKz4http://bit.ly/QqI4WFhttp://bit.ly/Rhwvm9http://reut.rs/NUyEIIhttp://bit.ly/FQ4zUahttp://bit.ly/wy50VL


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49. Institute o International Education. (2011). Joint and double degree programs in the global context. NewYork: IIE. Retrieved rom http://bit.ly/PuAjRU

50. Baker, A. (2012, July 30). British Council: new student insights report. Te PIE News. Retrieved romhttp://bit.ly/Qo0Br8

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abouT The auThors

Rahul Choudaha is Director of Research & Advisory Services at WES,New York. He earned a Ph.D. in Higher Education Administration romthe University o Denver, a Masters degree in Business Administration and aBachelor o Engineering rom India.

Contact: [email protected]

Yoko Kono is a Research Associate with Research & Advisory Services atWES, New York. She earned a Masters degree in International ComparativeEducation rom Stanord University and a Bachelors degree in Social andBehavior Sciences rom Soka University o America.

Contact:[email protected]

abouT wes research & advisory services

WES Research & Advisory Services (wes.org/RAS) oers researchbased advisory solutions onstudent mobility, international enrollment, and transnational education. RAS draws on almost 40 yearso WES experience in international education intelligence to help you reach your internationalizationgoals. As the largest nonprot international credential evaluation service in the United States, WEShas a deep understanding o global higher education systems, at both the institutional and student level,and an extensive database o U.S. and Canadabound international students. With exclusive access to

this data and knowledge, RAS is uniquely positioned to oer clients a researchbased understandingo student proles and preerences or responding to mobility and recruitment trends. o discussengagement opportunities, please contact: [email protected]

abouT world educaTion services

World Education Services (wes.org) is a nonprot organization with almost orty years o experience inthe eld o international education and research. WES has delivered over 750,000 credential evaluationreports to educational, business, and governmental institutions worldwide. WES mission is to oster theintegration o persons educated in oreign countries into academic and proessional settings.
mailto:rchoudah%40wes.org?subject=mailto:ykono%40wes.org?subject=http://www.wes.org/rasmailto:ras%40wes.org?subject=http://www.wes.org/http://www.wes.org/mailto:ras%40wes.org?subject=http://www.wes.org/rasmailto:ykono%40wes.org?subject=mailto:rchoudah%40wes.org?subject=


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inTernaTional enrollmenT soluTions

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Find us on Facebook, LinkedIn, andTwitter

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proft organization whose mission is to

oster the integration o internationally-

educated persons into academic and

proessional settings.

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Beyond More of the Same Top Four Emerging Markets International Student Recruitment

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