Tag Archives: diversity

Lessons on Kindness

April 10th, 2020

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I sometimes help out at a senior living facility, a 1 ½ hour’s drive from my home. But that was months ago before I started on several new projects. Then came COVID. When the virus reached Maine and I was forced to put all of those projects on hold, initially I didn’t panic. I was tired and honestly, afraid to travel even though I was very much looking forward to both conferences, Diversity Abroad and AACRAO, on my schedule. Instead, I took a little trip to visit my sister who lives an hour south of me. Since I was going to be so close, I thought I would visit the seniors. At the coffee shop on the way down, which was still open at this point, something inside me said, “you should probably call and see if they are letting non-family members visit.”

I did. They weren’t.

That same week the Global Consulting Services (GCS) arm of ACEI, of which I am a part, had a Zoom meeting scheduled. On that call we decided that, instead of continuing to work on webinars and promotional videos, we would just host a check-in webinar. Each of us would take a few minutes to speak about how we were coping with our lives in the time of COVID. We invited a guest speaker, Abby Wills, to talk about coping mechanisms and lead us in a mindfulness exercise. After that the floor would be opened to any of the participants to speak, ask questions, etc.

One of the many ways of dealing with a crisis, as Abby so deftly explained, was not to avoid it but to be aware of it and then practice any of the methods on how to do so, in order to get through it. And most important, to be kind to ourselves. She said this a few times and even again in the following week’s webinar.

Be kind to ourselves. What does that mean in this situation? Images of SNL’s Stuart Smalley’s daily affirmations came to mind even though I know that’s not what she meant.

My interpretation is that we need to allow ourselves whatever feelings come our way. We need to maybe, for once, stop planning and recognize that the world as we know it, has forever changed and to accept how we are in that realization.

Americans in the United States pride themselves on how much they get done. Some do so while bragging about how little sleep they do it on. Some years ago, I heard a nurse boast about how she’d only been getting 3 hours of sleep a night. A nurse! If anyone should know the benefits of sleep, she should. My first reaction was to find out where she worked and make sure I was never her patient and my second was to pray for her patients. As a lifelong insomniac who did a whole lot on very little sleep, I would never brag about it. It was not a choice for me. And it shouldn’t be for most people.

So why do we feel we always need to be doing something?

A week after I called the senior facility, I was called by them to come in to work. Sadly, their families were no longer allowed to visit and activities had to be canceled so they needed activities people to come and visit the residents. I was thrilled because I missed people, I missed them and I missed having something to do. Then last week I was sent home because I had symptoms of a cold. I could not return until a doctor cleared me.

The first day or so it was easy to rest but after that I felt as though I should catch up on email, finish projects I’d started, or at least check Facebook. So, I did those things but then I woke up the following day again feeling sick. The next day I just wanted to read even though I was feeling somewhat better. So I did, but guiltily. The following day I read guilt-free but only because the book was so good that I couldn’t put it down. But then I finished the book. Again, my brain said, – do something. You can’t sit around reading all day, lazy bones. Check email or at least read non-fiction. It hit me though that I was home because I was still sick and suddenly Abby’s coaxing to be kind to myself registered. Maybe being kind to ourselves means forgetting everything we were ever told by our bosses about the way to the top, or by every magazine from over-achievers like Oprah and Martha Stewart. Maybe it means watching more videos of Italians performing arias on their balconies. Why are they doing this instead of painting their kitchens? Maybe they are painting their kitchens, but we know they were also taught the value of spending more time with their families than at work, and that enjoying music and the arts is a part of being successful. What’s the point of being successful if you have no life to enjoy? Maybe this is what being kind to ourselves is. Maybe this is what we’ll realize will never be the same after COVID. Maybe we’ll learn how little control we truly have and recognize how fun it is to connect with old friends, write an old fashioned paper letter, or play board games with the family.

With this in mind I pulled out a box of unpacked books and piled several choices of fiction next to my couch. I opened the one on top and carted myself back to 1984.

To watch/listen to ACEI’s Mindful Minutes, click here and use the password provided:

Mindful Minutes, Session 1   password: 6Pcfj4t2

Mindful Minutes, Session 2  password: pYeujfc9


k_hylen

Kathleen Hylen, M.A. International Education Management from the Middlebury Institute of International Studies. Graduated with honors from UC, Santa Cruz with a B.A. in Community Studies, focus on anti-bias. Kathleen is also a member of ACEI’s Professional Consultancy Team. Her focus is on helping institutions and organizations develop and/or bolster their diversity and inclusion strategies.

ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.


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So you think you’re diverse? Examining your institution’s diversity and inclusion practice

December 20th, 2019.

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On December 11th we had a very successful Webinar on Diversity and Inclusion entitled, “So you think you’re diverse? Examining your institution’s diversity and inclusion practice.”

What surprised me most was the lively dialogue at the end of the presentation, which was supposed to have been a time for Q&A. Everyone was so excited and sharing so much that we could easily have gone on another hour. I want to use this space to share what issues were raised and what people felt passionate about regarding D&I because it demonstrated the need for continued open and honest dialogue and information sharing.

One comment really hit at the core to many and unfortunately, I don’t think it’s an uncommon situation. One of the attendees mentioned that at her university, the international students are separated from the campus in various ways. Many departments refer to these students as “your students” (meaning the international office’s students).

When we label a group of students as one department’s group then we are not including these very valuable students and we are not making them feel a part of the institution as a whole (Inclusion). Often, we lose the chance to reap the benefits of what these students bring to our institution when we do this (Diversity). I implore you, in whatever role you play at your institution, to find ways to include these students to ensure that you and your domestic students learn as much as you can from them, and not to only think that they learn from you.

Jasmin Saidi-Kuehnert, ACEI’s President & CEO, talked about how she felt when people asked about her accent and where she’d come from. She felt as though those passersby just wanted to place her somewhere because when she answered, they appeared to not really care. Several participants said they’d felt the same – as if they were being judged or just placed in a box. What I liked about this conversation was that a few others stepped in to ask how she would want to be approached if people were genuinely interested. It demonstrated the kind of discussions we need to be having with each other, because diversity and inclusion must be approached holistically and include the very personal and individual.

The same lively discussion happened when I recounted a story of what my niece had witnessed in Missouri when a clerk refused to sell beer to two black men. She got around selling them the beer by using methods that weren’t legally required (such as asking for ID from the second person not just the buyer). People responded in the chat box as to what they would have done and many were quite assertive. Someone responded asking “but what if you’re shy”? This makes me think we need to have ways for people with all kinds of personalities to address racist situations because when my niece told them she was sorry that they’d gone through that they replied, “It’s OK, we’re used to it.” It’s not OK and we need to find ways to help each other; to be allies.

I could go on and on as there were so many great issues brought up, but I’d like to give those of you who weren’t able to attend some of the takeaways:

  • There are many forms of diversity – visible and invisible
  • Support systems for students are crucial
  • Have your faculty match your intended student body, e.g. faculty and students go hand in hand
  • Have systems in place for inclusion – if able to accomplish in advance that’s even better (wheelchair accessible bathrooms, gender neutral bathrooms, counseling centers, etc.)
  • Most important is to check yourself for your biases. Often. Watch yourself in your own conversations with people because, as I said in the presentation, “we will make mistakes but we will apologize and learn and move on.”

Finally, I’d like to share some of the valuable feedback we received, which confirmed how important and relevant this topic still is. And because it comes directly from the field we know it to be real.

From Marie: Since I also am in the International Education field, my service-learning organization could really benefit from some of the pointers that Kathleen mentioned, like having a staff training focusing on inclusivity and dialogue and also making sure that your mission statement is truly matching the representation of student demographics both on and off the organizations social media pages. It made me realize how we need to be more sensitive when using incorrect or inappropriate language like ‘white trash’, a term I use so freely. I will most definitely be sharing what I learned for the webinar to the rest of my team. Thank you for opening it up to the public, I think there should be more webinars on D&I these days!

From Yuriko: The discussion on webinar was amazing. We are not aware how others might feel or think until we are in the middle of that mess. That is the kind of discussion we have to have around the universities and workplaces. Thank you for providing the webinar.

From Laura: I saw the Diversity Consultant title at yesterday’s webinar (which was excellent and timely) and was very impressed. You’re giving ACEI credibility and showcasing your attention to the entire applied comparative education field, you’re not just limited to credential evaluation. This is extremely important showing ACEI’s dedication to the profession.

For a recording of the webinar, click here. To learn more about ACEI’s Global Consulting Group, click here.

Let’s keep the conversation going in order to truly be a more diverse and inclusive society. Thank you all who attended. We appreciate your time and feedback.

k_hylen
Kathleen Hylen, M.A. International Education Management from the Middlebury Institute of International Studies. Graduated with honors from UC, Santa Cruz with a B.A. in Community Studies, focus on anti-bias. Kathleen is also a member of ACEI’s Professional Consultancy Team. Her focus is on helping institutions and organizations develop and/or bolster their diversity and inclusion strategies. info@acei-global-consulting.org www.acei-global-consulting.org

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IF YOU DON’T LIKE THE PEOPLE YOU CAN’T EAT THEIR FOOD: Diversity for Dummies

November 8th, 2019

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In my last post on White Privilege I ended my piece with a quote from Trevor Noah, who in his Netflix show, Son of Patricia said, “There should be a rule in America. You can hate immigrants all you want but if you do, you don’t get to eat their food.”

That line, in its simplicity, gets to the point of the question of “why diversity”? Why is it so important that schools are hiring directors and consultants to help them diversify? Is it imperative that our education system introduce cultural differences as a way to break down barriers – a.k.a. bringing about world peace? Or do these unique attributes enkindle students’ intellectual, moral and social growth thus making them better, more interesting people? Or is it just that there’s no getting around diversity?

I’ve been watching and re-watching the Playing for Change remake of The Weight. It too, very simply demonstrates the value in diversity. The ukulele played often in Hawaii, originated in Portugal. The congo drum is Afro-Cuban. The oud is originally Persian. Maybe you prefer the original version. It is pretty great, but I prefer the richness of the latest version with the various riffs from people all over the world.

Maybe music and food aren’t your thing. You’re more of a sports fan. In an article by James C. Witte and Marissa Kiss writing for The Institute for Immigration Research, on Predicting the Outcome of the 2019 MLB All Star Games they conclude “so with this year’s game coming on July 9th, die-hard fans, inquiring minds and hopeful gamblers want to know who will win: the National League or the American League? Our answer? The team that plays the greatest percentage of foreign-born players.”

Their findings are based on statistics.

Let’s put aside the many wonderful flavors and sounds that enrich the U.S., so many brought here from other countries. There is no getting around diversity in most of America these days. According to the Migration Policy Institute as of 2017, 44.5 million immigrants resided in the U.S. 14 % of the nation’s population are not from America. These statistics are increasing annually. And it’s not only in the U.S. According to a report (Gurria, 2018) from the European Association for International Education (EAIE), one in ten children in the Organization for Economic Co-operation and Development (OECD) with 36 member countries, are foreign-born.

Instead of being frightened by these statistics can we be intrigued by the scents, the sounds, the visual effects and stimulation that those varied and colorful cultures bring us? Imagine the stories these people have to share. Think of friends who have traveled and the tales they have told. Sometimes they make us scratch our heads. Sometimes they make us laugh at their absurdity. But they mostly intrigue us and compel us to get out and see more of the world.

In an article in Diverse Magazine (Elfman, 2019) Dr. Alyssa N. Rockenbach whose project, Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) reports that “having a diverse peer group enables college students to understand and appreciate other cultures and reduces prejudice,” a.k.a. world peace. This seems obvious to me and I could never really grasp how it wasn’t obvious to everyone until, in one of my classes at the Middlebury Institute of International Studies (MIIS), we were asked to introduce ourselves and tell when we first experienced diversity. Most students talked about the first time they went abroad or when a study abroad student came to their school. My first experience was the opposite. It happened when I left my home in Cambridge, MA for college in San Diego, CA. My college campus was so white. There were a few black students and two Iranians but that’s all I can recall of diversity. Not only did that help me appreciate the richness of cultures I’d grown up with, but it made me an open-minded person, excited to break down barriers of exclusion so that my friends could also know the excitement that comes with experiencing another’s culture.

That said, it isn’t obvious to everyone which I was reminded of while listening to an episode of Safe Space Radio. The podcast Can We Talk: Talking to White Kids About Race and Racism is led by two mothers, one black and the other white. The black mother explained why it was so hard to talk to white children about race. “My job is to protect you (her children) out there and the white parent’s job is to create a bubble to keep their kids safe.” If we’re not purposeful in bringing our children together are we causing more harm, actually sowing division? We need to consciously decide to break down barriers by creating a culture of diversity and not just between black and white families, but that’s a good start here in the states.

I will always love the idea of and work towards world peace, but what I really want to relay is how much richer our children’s education will be when schools consciously make an effort to diversify. That comes in the form of teachers and staff, curriculum and the students themselves. Children are born eager to learn. It’s inherent and it’s our responsibility as parents, teachers, and schools to encourage the full range of exploration that includes not only thought and intellectual stimulation but what culture brings. So why diversify? Does it matter if we do so because the world is just going that way or should we bring more intention to it in order to reap the benefits of variety in tastes, sounds and sights? Mmmm. Suddenly, I‘m craving my nana’s lasagna and some Italian opera.

References:
Encompassing All Voices Diversity and Inclusion: a strategic issue for European universities, Anna-Lena Claeys-Kulik p 5 (Gurria 2018)

Suggested Readings:
This Land is Our Land: An Immigrants Manifesto – Suketu Mehta
WHY ARE ALL THE BLACK KIDS SITTING TOGETHER IN THE CAFETERIA And Other Conversations About Race – Beverly Daniel Tatum, PHD

k_hylen

Kathleen Hylen, M.A. International Education Management from the Middlebury Institute of International Studies. Graduated with honors from UC, Santa Cruz with a B.A. in Community Studies, focus on anti-bias. Kathleen is also a member of ACEI’s Professional Consultancy Team. Her focus is on helping institutions and organizations develop and/or bolster their diversity and inclusion strategies. acei@acei-global.org

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USA: A Potpourri of Accents, Cultures, Languages, and More

June 21st, 2019

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Image credit: Korean-Born Artist Sungho Choi explores the inherent cultural diversity of the United States in this cermaic on wood installation titled “My America.”

In this week’s blog we would like to share a few interactive maps produced by The Business Insider that show immigration patterns in the U.S. and a few others that show the diversity of cultures and different languages spoken, other than English and Spanish. You may be surprised to find for example that the most common language spoken in California besides English, is not Spanish, but Tagalog. A recent report in The Washington Post shows that 20% of adults living in our nation’s capital can’t read or write. We’re also sharing a link to an interactive map that shows the States in the U.S. with the least and most educated population.

We hope you’ll find these maps informative and mind-opening as we did:

History of Immigration to the U.S.
VIDEO https://www.businessinsider.com/animated-map-shows-history-immigration-us-america-2015-9

The Most and Least Educated States in the U.S.
VIDEO https://www.youtube.com/watch?v=npSGoesVK9E&fbclid=IwAR29KN-w1HtKw61ccNa4pjvd49I2sagKiNHgg73pY3mjwxYhlPgyhw530OA

The Most Commonly Spoken Languages in the U.S. besides English and Spanish
VIDEO https://www.businessinsider.com/what-is-the-most-common-language-in-every-state-map-2019-6?fbclid=IwAR26oJOru4_WJM1wA1JDNTW5dKC0puzydOc6AI-B3MAvNpQQ0aCrPBEulIo

The Origin of American Accents Across the U.S.
VIDEO https://www.businessinsider.com/animated-map-where-american-accents-come-from-2018-5

Source credit: The Business Insider www.businessinsider.com


ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Student Data Mobility, Diversity and Inclusion, and Emerging Trends for 2018

April 27th, 2018

DARPA_Big_Data

In April 2017 in Melbourne, Australia, ACEI became a signatory on the Groningen Declaration Network. The Association of International Credential Evaluators, of which AICE is a Charter and Endorsed Member, also became a signatory on the GDN. This year in April, the Groningen Declaration Network held its annual summit in Paris, France. The summit was held at the Marie-Curie campus of the University of Sorbonne. Presentations continued to revolve around the digital mobility of students worldwide, security and trust in platforms serving as hubs for digital documents, and the overall acceptance of receiving and processing academic transcripts and degrees digitally versus the paper form in sealed envelopes which have been the traditional form of issuing and releasing documents.

What is the Groningen Declaration?

According to their website, “The Groningen Declaration seeks common ground in best serving the academic and professional mobility needs of citizens world wide by bringing together key stakeholders in the Digital Student Data Ecosystem – we make Digital Student Data Portability happen. Citizens world wide should be able to consult and share their authentic educational data with whomever they want, whenever they want, wherever they are.”

Students are technically savvy more than ever. International admissions offices should provide positive messages while adapting to the advances of technology.  More than 80% of international students use their mobile devices to conduct their communication. Not only do we have to address the advancements in technology, we need to provide positive messages that international students and immigrants are welcome and safe at our campuses and in our country. Diversity and inclusion helps foster this message.

What is diversity and inclusion?

Diversity is any aspect that can be used to differentiate groups and people from one another, but it also means appreciation of and respect for differences in ethnicity, gender, age, national origin, disability, sexual orientation, education, and religion. Inclusion is about focusing on the needs of everyone and ensuring the right conditions are in place for each person to achieve their greatest potential.

There are many factors that increase the need for student data mobility:

  • Rising demand for immediate information. There is a huge increase in the use of apps and the need for immediate communication. (Whatsapp, Viber, Tango, WeChat, Skype, etc.).
  • Key players for international student data mobility and referrals include USA, UK, Australia, Germany, Canada, France, China, and New Zealand.
  • Rising popularity of transnationalism. The forces of globalization and transnationalism have transformed many countries once known as immigrant countries into both immigrant and emigrant countries such as Australia, New Zealand, Canada and Singapore.
  • Rise of web-based technology and learning. This is often called online learning or e-learning because it includes online course content. Discussion forums via email, videoconferencing, and live lectures (videostreaming) are all possible through the web. Web pages may contain hyperlinks to other parts of the web, giving access to a vast amount of web-based information.
  • Targeting and knowing your audience. By matching international students’ needs will increase engagement and improve significantly the relationship with them, as students want to be in control of the communication preferences. Send not only the right message to the right person at the right time, but also through the right channel.

Here are key trends affecting international education in 2018:

  • The price of oil. Russia, Venezuela, Brazil, Saudi Arabia, and Nigeria all rely heavily on the oil industry, where low oil costs will affect their population and their currency. Countries that depend on oil exports and will be affected by low oil prices.
  • English as a Second Language face-lift. The English language market is finding themselves in competition for market share, so providers are overhauling their course offerings and revamping their programming. Agents are also drivers of this trend as they see added value to English language learning.
  • Instant Messaging marketing. Mobile marketing provides international student offices direct and personal contact with potential students. Instant messaging is immediate and these messages are more targeted and have a higher target success rate.
  • Refugee crisis. During this difficult time, international educators are finding solutions to help students and scholars who were among the millions of refugees seen fleeing war and persecution. There will be an increasing need to assist this population and migrant support and credit recognition will be in the forefront as more educators move to provide scholarships, assistance, and language training.
  • Political climate and our current administration affect internationalism, immigration policy – especially for STEM graduates, H1 visa issues, and overall international relationships shapes our future.

By moving forward best practices and common ground for student data mobility, we can provide the best service to our international students. Pairing this with the message, “You are welcome and safe here,” we can provide positive messages to ensure international student admission growth and stability.

ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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25 Action Items to Foster Diversity & Inclusion on College/University Campuses

05/18/17

diversity

On Tuesday, May 16, 2017, ACEI hosted a webinar on the topic of Diversity and Inclusion. We would like to offer you highlights of our webinar in this week’s blog.

What is diversity and inclusion?

Diversity is any aspect that can be used to differentiate groups and people from one another, but it also means appreciation of and respect for differences in ethnicity, gender, age, national origin, disability, sexual orientation, education, and religion.

Some may define inclusion is a state of being valued, respected, endorsed, and supported. It’s also about focusing on the needs of everyone and ensuring the right conditions are in place for each person to achieve their greatest potential.

To look at this big picture, diversity is the mix; think of inclusion as getting the mix to work together harmoniously.

How to foster diversity and inclusion for admissions?

Here are 16 immediate steps you can take to help you develop a program that supports and encourages diversity and inclusion on your campus:

  1. Have your message be open to all groups
  2. Develop videos saying, “You are welcome and safe here”
  3. Mix up housing for international students so that students from different countries room together
  4. Make sure the international admissions staff has professional development in creating inclusive classrooms
  5. Do not exclude domestic students from diversity and inclusion
  6. Prepare host students on how to interact with international students
  7. Expand programs from international students (social and classroom activities)
  8. Share high impact positive stories, using alumni, parents, and staff.
  9. Recruit and retain staff with international education experience and training
  10. Allocate financial resources to create and implement programming for international students
  11. Provide more staff resources and training for creating diversity and inclusion
  12. Provide professional development for faculty and staff to create learning spaces that multicultural and inclusive
  13. Provide opportunities for domestic and international students to learn about themselves and others, have them realize we have more in common than not.
  14. “By understanding someone else, you better understand yourself”
  15. Create co-curricular programs that foster language and cultural proficiency
  16. Provide mentoring for international students by domestic students

Here are additional steps to keep in mind to ensure the programs you have set in motion continue to advance your institution’s mission of cultivating diversity and inclusion:

17. Alter your approach to allow for various learning styles. Evaluate what works and what doesn’t

18. Survey and reach out to international students, parents, and alumni to see what is working and what is not

19. Communicate to your international students that you are investing in them

20. Change how you instruct to various learning styles

21. Help students gain confidence

22. Foster online meaningful discussions and engagements

23. Move the focus from teach to student to community. Have shared narratives

24. Create pathways to help international students immerse into a host culture

25. Prepare your campus for a global student body (learn language phrases, have international clothing/food week)

In closing, when you say, “you are welcome here” also say, “You are to be who you are and we welcome you.”

ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Student Data Mobility, Diversity and Inclusion, and Emerging Trends for 2017

April 27th, 2017

DARPA_Big_Data

In light of our new administration and changes in the international landscape, there are positive efforts being done to advocate for internationalism and foster partnerships. ACEI and AICE President, Jasmin Saidi-Kuehnert, is in Australia signing the Groningen Declaration on behalf of ACEI and the Association of International Credential Evaluators, Inc. (AICE) to move our profession forward.

What is the Groningen Declaration?

According to their website, “The Groningen Declaration seeks common ground in best serving the academic and professional mobility needs of citizens world wide by bringing together key stakeholders in the Digital Student Data Ecosystem – we make Digital Student Data Portability happen. Citizens world wide should be able to consult and share their authentic educational data with whomever they want, whenever they want, wherever they are.”

Students are technically savvy more than ever. International admissions offices should provide positive messages while adapting to the advances of technology.  More than 80% of international students use their mobile devices to conduct their communication. Not only do we have to address the advancements in technology, we need to provide positive messages that international students and immigrants are welcome and safe at our campuses and in our country. Diversity and inclusion helps foster this message.

What is diversity and inclusion?

Diversity is any aspect that can be used to differentiate groups and people from one another, but it also means appreciation of and respect for differences in ethnicity, gender, age, national origin, disability, sexual orientation, education, and religion. Inclusion is about focusing on the needs of everyone and ensuring the right conditions are in place for each person to achieve their greatest potential.

There are many factors that increase the need for student data mobility:

  • Rising demand for immediate information. There is a huge increase in the use of apps and the need for immediate communication. (Whatsapp, Viber, Tango, WeChat, Skype, etc.).
  • Key players for international student data mobility and referrals include USA, UK, Australia, Germany, Canada, France, China, and New Zealand.
  • Rising popularity of transnationalism. The forces of globalization and transnationalism have transformed many countries once known as immigrant countries into both immigrant and emigrant countries such as Australia, New Zealand, Canada and Singapore.
  • Rise of web-based technology and learning. This is often called online learning or e-learning because it includes online course content. Discussion forums via email, videoconferencing, and live lectures (videostreaming) are all possible through the web. Web pages may contain hyperlinks to other parts of the web, giving access to a vast amount of web-based information.
  • Targeting and knowing your audience. By matching international students’ needs will increase engagement and improve significantly the relationship with them, as students want to be in control of the communication preferences. Send not only the right message to the right person at the right time, but also through the right channel.

Here are key trends affecting international education in 2017:

  • The price of oil. Russia, Venezuela, Brazil, Saudi Arabia, and Nigeria all rely heavily on the oil industry, where low oil costs will affect their population and their currency. Countries that depend on oil exports and will be affected by low oil prices.
  • English as a Second Language face-lift. The English language market is finding themselves in competition for market share, so providers are overhauling their course offerings and revamping their programming. Agents are also drivers of this trend as they see added value to English language learning.
  • Instant Messaging marketing. Mobile marketing provides international student offices direct and personal contact with potential students. Instant messaging is immediate and these messages are more targeted and have a higher target success rate.
  • Refugee crisis. During this difficult time, international educators are finding solutions to help students and scholars who were among the millions of refugees seen fleeing war and persecution. There will be an increasing need to assist this population and migrant support and credit recognition will be in the forefront as more educators move to provide scholarships, assistance, and language training.
  • Political climate and our current administration affect internationalism, immigration policy – especially for STEM graduates, H1 visa issues, and overall international relationships shapes our future.

By moving forward best practices and common ground for student data mobility, we can provide the best service to our international students. Pairing this with the message, “You are welcome and safe here,” we can provide positive messages to ensure international student admission growth and stability.

ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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