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Strategically Competing Globally –  2+2 The Best Kept Secret to Recruitment   Zepur Solakian: CGACC Ross Jennings: Green River Community College  Seamus Reilly: Parkland College Tuesday morning, March 1, from 9:15-10:00 am
Goal of Session: How to market your college and more international students by communicating your 2+2s and marketing them transparent to students and their parent. I already have many articulation agreements why do I need 2+2?
Session Outline ,[object Object],[object Object],[object Object],[object Object]
[object Object],Growth in international higher education Global Market Trends
[object Object],Market environment – secure demand growth Global Market Trends
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Factors driving growth  Global Market Trends
Global Market Trends IIE
U.S Market Trends ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Global Market Trends
U.S Market Trends
U.S Market Trends
Ponder this! Do we want to be globally competitive? How can we use available tools/vehicles such as 2+2 to get there?
Green River Community College  2+2 Story!
Role and Purpose of International Programs ,[object Object],[object Object],[object Object],[object Object]
Why do international students  come  to GRCC? ,[object Object],[object Object],[object Object],[object Object],[object Object]
GRCC International Student Enrollment, 1989 - 2010
Today’s Challenges ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
GRCC Class of 2020
Parkland College  2+2 Story!
Parkland College ,[object Object]
Overview of International Students at Parkland College ,[object Object],[object Object],[object Object]
CCI Program ,[object Object],[object Object],[object Object]
Transfer Patterns  December / January 2009 / 2010   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Spring Summer 2009 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
December / January 2010-11 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Transfer to 4 year institutions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Comparison ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Thank You!

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CGACC at CCID session 3/1 orlando

Hinweis der Redaktion

  1. The US patterns have largely tracked this persistent growth.
  2. So, the first thing is to give a general overview of the number of international students at Parkland College and where they come from. Next, I will break down a representative sample to show the transfer trends of a recent sampling of student. Finally a look at ways in which we are trying to learn more about our students’ intentions before they arrive at Parkland.
  3. Although rates fluctuate because of economic issues and rising costs, Parkland College has maintained consistent numbers and are close to pre 2001 numbers.
  4. All of these students return to complete their education; many have expressed a desire to return to North America to pursue graduate degrees.
  5. These numbers are the numbers that we report to SEVIS. 2 students transferred out of the system; NYG is an ESL school and sometimes students think they will fare better for transferring to Eastern seabord schools
  6. West Florida University student was a high school exchange student from Brazil who returned to attend and play soccer at Parkland College; Suffolk University is a private school in Boston, so students do transfer out to the East coast direct from Parkland College.
  7. One private school and two community colleges in the Chicago area
  8. The figures in this slide are meant to give some comparisons; the data are not correlated. *These are based on reported rates of graduate follow up—503 transferred, 44% reported. These data include 9% who are working.