No abstract

A key player in internationalization efforts and pre‐academic preparation of recruited English learners for success in tertiary education in American university campuses is the intensive English program (IEP). The IEP—whether institutionally governed, independently operated, or part of a corporate‐sector partnership venture—can serve as a feeder program for students who lack the requisite English language proficiency for direct admission. In this entry, the authors look at challenges in IEP enrollment, governance, and situatedness within a more corporatized model of higher education, peering into an unclear future with suggestions about what institutional leaders and planners might consider to help ensure a healthy IEP that can produce a steady flow of well‐prepared students into academic programs.