Power and control: managing agents for international student recruitment in higher education

Abstract

professional practice. The themes arising from the interviews were (1) emphasis on broader, transferable skills rather than specific skills; (2) approach to work undergirded competencies;(3) importance of understanding contexts; (4) knowledge of assessment; (5) ability to adapt to different audiences; and (6) ability to apply content. These themes affirm the generalist preparation offered by most student affairs graduate programs. (49 ref)-Iowa State University. West, Nicole M. A Decade of a Student Affairs Preconference Program: Perceptions and Characteristics of African American Women's Summit Participants. College Student Affairs Journal, 2017, 35 (Spring) pp. 69-85.Between 2005 and 2015, attendees of the African American Women's Summit (AAWS), a student affairs preconference program, responded to a questionnaire. The findings revealed that 61 percent of the respondents had earned a master's degree and 43 percent were currently pursuing a degree. Over 90 percent of the respondents thought the AAWS was well presented and would encourage other African-American women to participate. They reported benefitting from opportunities for professional development, networking, and mentoring. They also reported that the program offered a respite from their work at predominantly White institutions. (24 ref)-University of South Florida.

Monitoring of Education Agents Engaged in International Student Recruitment: Perspectives from Agency Theory

“…Moreover, a similar analysis of other dimensions of education agent management, such as selection, contracting, and training would further improve the understanding of best practices in this industry. Government, 2010;Bridge Education Group, 2016;Coco, 2015;Coffey & Perry, 2013;Di Maria, 2014;Galbraith & Brabner, 2013;Guest & Gregory, 2017;Huang et al, 2016;ICAC, 2004ICAC, , 2015Marcus, 2013;Marsh, 2016;Newell & Watt, 2012;Pattingale, 2007;PhillipsKPA, 2005;Productivity Commission, 2015;Raimo et al, 2015;Reisberg & Altbach, 2011;Roy, 2017;Stecklow & Harney, 2016;Tamar, 2008;Tan, 2015;West & Addington, 2014 Misinformation includes any situation where wrong or incomplete information is accidentally given to students. This may occur because of lack of effort to acquire the right information, incomplete training or misunderstanding (c.f.…”

“…This may occur because of lack of effort to acquire the right information, incomplete training or misunderstanding (c.f. Huang et al, 2016;ICAC, 2015;PhillipsKPA, 2005). On the other hand, disinformation refers to intentional misleading of students (e.g.…”

“…A limited body of academic literature has investigated education providers' perspectives on different incentives and/or contracts in education agent management (e.g. Coco, 2015;Huang et al, 2016;O'Connel, 2012), but there are few, if any, studies elaborating the effectiveness of different monitoring techniques and monitoring caveats in this industry.…”

Market ordering as a device for market-making: the case of the emerging students’ recruitment industry

“…Agents are an influential factor in students' decision-making, as well as in universities' success in attracting high numbers of international students (Huang, Raimo, & Humfrey, 2014;Mazzarol & Soutar, 2012;O'Connell & Wong, 2014). A 2011 British Council report found that "…48% of interviewed East Asian students had contacts with an agent, compared to 41% in Africa, 39% in South Asia, 30% in Latin America, and 23% in Europe" (ACA, 2011).…”

The international strategies of universities: deliberate or emergent?

“…This has translated into the active development of strategies, policies, programmes and infrastructure that has made many universities into institutions that take internationalisation seriously. A variety of internationalisation policies and practices have been employed and developed in HEIs, on their home campuses and abroad, to implement their internationalisation plans, such as recruiting international students (Cudmore 2005;Mosneaga and Agergaard 2012;Huang, Raimo, and Humfrey 2016), internationalising the curriculum (Haigh 2002;Luxon and Peelo 2009;Ardakani et al 2011;Magne 2015;Pandian, Baboo, and Mahfoodh 2016), promoting international research mobility (Attila and Andrea 2009;Jacob and Meek 2013), integrating international students and promoting intercultural capabilities (Stier 2006;Miller 2014), and the opening up of branch campuses in other countries which are designed to attract students who are not able to travel overseas for education (Wilkins and Huisman 2012;"Overseas Branch Campuses" 2015;Wilkins and Huisman 2015;Shams and Huisman 2016).…”