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Attitudes Regarding Recruitment and Retention 1

Running Head: ATTITUDES REGARDING RECRUITMENT AND RETENTION

Attitudes Regarding Recruitment and Retention Among

International Students Receiving ESL Support

Emile Etheridge

University of Southern Mississippi


Abstract

The objective of this study was to assess attitudes toward recruitment and retention

among Jackson State University international students who utilize English as a Second

Language (ESL) support. The study surveyed sixty-seven international students receiving

ESL support while attending Jackson State University in Mississippi. The participants were

comprised of 18-38 year olds and enrolled in Bachelor’s, Master’s and a Doctoral degree

programs respectively. The findings showed that most of the international students factored

in the availability of ESL support when determining which universities they were submitting

applications to. The findings also showed that the availability of the ESL support centers was

a significant reason for their retention at Jackson State University.


Introduction

Over the past several years, many universities have strategized over ways to increase

student enrollment in their universities. Since the post World War II (WWII) era, the United

States of America (US) has been the destination of choice for international students (Smith &

Ota, 2013). McMurtrie (2005) reported that approximately 570,000 foreign or international

students came to attend colleges and universities in America each year. Basile (2005) argues

that we should recognize that the trends in student movement are global and long-term.

Institutional and national policies make the difference for students coming into the US for

their education. Selecting these students has become a very serious business interest for US

universities. McMurtrie (2005 pg 2) points out that “international students are valued assets

for their campuses—intellectually, culturally, and financially.”

Some universities address these recruitment needs by forming cooperatives with other

schools, essentially bringing down the cost of recruiting. Some schools use third parties or

private sector recruiting agencies while others have expanded conditional admissions or

eased university entrance criteria making the enrollment process much easier for the

international student (Smith & Ota, 2013). Fischer (2010) highlights that very little

information is currently available to quantify the number of foreign students who are offered

conditional admission if their English language skills don’t necessarily meet entrance

standards.

Universities must also consider how to retain these international students. Various

programs have been developed consisting of multi-tiered, co-curricular approaches intended

to support international students. Weiss, Rossetti, & Pecoraro (2012) examined how at the

Illinois Institute of Technology Stuarts School of Business the Advancing Career and

Education Program (ACE) builds ESL student competencies in four specific areas in order to


prepare them for the real-world working environment. Students must focus on:

Communication: working on gaining mastery of their English proficiency. Acculturation;

students work to improve their understanding of U.S. culture as well as the workplace. Job

Search Skills; students learn how to write a resume and present themselves during a job

interview. Self-awareness; Students must align their abilities with their professional goals.

This programs represents one of several needed to support and retain international students at

the post-secondary level (Weiss, Rossetti, & Pecoraro, 2012).

The overall goal of this study is to assess the attitudes of international students

concerning the impact of ESL support on recruitment and retention of international students.

While there are limited amounts of data to draw any substantial conclusions regarding student

attitudes, it is important to understand the context of how international students are initially

recruited and retained. It is from this contextualization that we can develop a perspective or a

snapshot that grants us the flexibility to examine how these practices of retention and

recruitment influence those international students receiving English as a Second Language

(ESL) support.

Methods

Participants

This study surveyed sixty-seven international students receiving ESL support while

attending Jackson State University in Mississippi. 79% of the participants were enrolled in a

Bachelor’s degree program, 19% were enrolled in a Master’s degree program and 2% were

enrolled in a Doctoral degree program. Of the sixty-seven participants, thirty-nine were

female or 58% and twenty-eight were male making up the remaining 42%. All respondents

were between the ages of 18-38 years old.


Procedure

When the IRB granted permission, a member of the research team delivered hard

copies of the questionnaire to the participants at Jackson State University on April 16, 2013.

Data collection lasted for two days at the university ESL center and concluded on April 18,

2013. Prior to handing out the questionnaire, the purpose of the research was explained to the

potential participants. Following the explanation of the purpose of the research, the research

team member asked the potential respondent(s) if he or she would be willing to participate in

the study. All potential respondents were informed that participation in this study was

completely voluntary. When a student decided to participate, (s)he was given a questionnaire

with a cover letter attached to the front. Students were provided with pencils and clipboards

in order to complete the questionnaire. The participants were encouraged to read over the

cover letter in its entirety before completing the questionnaire.

Participants were informed that that by submitting the questionnaire permission was

given to the research team to use the data collected as a means to fulfill the purposes outlined

in the cover letter. Participants were also notified that the data would be utilized to produce

individual reports for each member of the research team as a requirement of REF 601 and

may be shared at an academic conference. Participants were also informed that the final

report would be shared with their university. The cover letter informed participants that there

was a minimal risk involved in the study. Participants were informed that permission to

conduct the research project was granted by the IRB representative at The University of

Southern Mississippi and that any questions can be directed to the IRB chair. The student

research team member advised the participants when completing the questionnaire to be as

honest as possible.


Participants placed their completed questionnaires into an unmarked envelope so that

their identity would remain confidential. All questionnaires were kept in a protected location

until the data was analyzed.

When the data had been analyzed, a research team member shredded the completed

questionnaires. A final report will be submitted to the Jackson State University ESL support

center so that the findings may be used for making future program decisions.

Results

Data were analyzed using the SPSS statistical analysis program. Pearson chi-squares

were used to analyze demographic data of the sample population against ten qualitative

variables assessed by the questionnaire. The sample was not large enough to recognize

statistical significance between the variables.

Statement 5: Having an ESL support center was important to my decision to attend this university.

Figure 1: Availability of ESL Affecting University Decisions by Sex


The findings showed that 97% of the female respondents agreed or strongly agreed

that the ESL program affected their choice of attending Jackson State University. Similarly,

89% of the males agreed or strongly agreed that the ESL program factored into their choice

of attending Jackson State University. While 40.3% of all respondents strongly agreed,

53.7% of all respondents agreed that the ESL program affected their decision to attend

Jackson State University. The data showed that 94% of the sample either agreed or strongly

agreed that the ESL program factored into their decision. One female representing 2.6% of

the sample population strongly disagreed while one male representing 3.6% of the sample

strongly disagreed. Only 2 males representing 7.1% of the sample disagreed that the ESL

program affected their decision to attend Jackson State University.

Statement 6: I researched for information about an ESL support center before applying to this university.

Figure 2: Researched ESL Support Before University Decisions by Age

The findings showed that 64.3% of respondents between the ages of 29-38 agreed or

strongly agreed that they researched the ESL support center before applying to the university.


The data also showed that 14.3% of the 29-38 year olds disagreed that they researched the

ESL center before applying. In the category of 18-28 year olds, 84.9% of the respondents

either strongly agreed or agreed that they researched the ESL support center before applying

to Jackson State University. On the other end, only 9.4% disagreed or strongly disagreed that

they researched the ESL support center. Over all, the data showed that 80.6% of the sample

strongly agreed or agreed that they researched ESL support while 10.5% of the total sample

population disagreed or strongly disagreed with researching ESL support at Jackson State

University.

Statement 7: Being able to access the ESL support center positively supports my learning.

The data collected showed no meaningful differences between the demographic

variables and level of agreement with the statement. No participant disagreed or strongly

disagreed with the statement. The total population of respondents (97%) strongly agreed or

agreed that accessing the ESL support center supported their learning. The majority of the

participants in the 18-28 age (96%) agreed or strongly agreed that being able to access ESL

support positively supported their learning. Interestingly, those between the ages of 29-38

age (100%) agreed or strongly agreed that being able to access ESL support positively

supported their learning. The findings also showed that 100% of the females agreed or

strongly agreed while 92% of the males strongly agreed or agreed. Those respondents

working toward their Bachelors degree (96.3%) strongly agreed or agreed. Those who were

working toward their Master’s degree (100%) Strongly agreed or agreed and those working

toward their Doctoral degree (100%) agreed or strongly agreed that being able to access the

ESL support center positively supported their learning at Jackson State University.


Statement 8: I access the ESL support center often.

Figure 3: Access ESL Center Often by Age

The data collected indicated that 77.4% of the 18-28 year old participants strongly

agreed or agreed that they accessed the ESL center often. In the same 18-28 year old

category, one person (1.9%) disagreed about accessing the center often. Interestingly, the

findings showed that 100% of the 29-38 year old participants strongly agreed or agreed that

they accessed the ESL center often. The most intriguing find in the data showed that 20.8%

of the 18-28 year old category neither agreed nor disagreed about accessing the ESL center

often.


Statement 9: I did not apply to a university because it did not have an ESL support center.

Figure 4: Did Not Apply to Universities without ESL Support by Age

The data collected showed that 18.9% of 18-28 year olds strongly agreed that they did

not submit applications to universities without ESL support. All of the 29-38 year old

respondents (0%) did not strongly agree. The majority of respondents in the 18-28 year old

age range (71.7%) agreed or strongly agreed that they did not submit applications to

universities without ESL support. However, 50% of the 29-38 year old age group agreed or

strongly agreed that they did not submit applications to universities without ESL support.

The data also showed that 3.8% of 18-28 year olds neither agreed nor disagreed with the

statement while 14.3% of the 29-38 age group neither agreed nor disagreed. A small amount

of the 18-28 year old group (22.6%) disagreed with this statement while 35.7% of the 29-38


year old age group disagreed. Only one respondent in the 18-28 year old category (1.9%)

strongly disagreed with the statement, “I did not apply to a university without an ESL support

center.”

Statement 10: Having ESL support assists me in being able to stay in university.

Figure 5: ESL Support Has a Positive Effect on Retention by Level of Education

The findings showed that 100% of all post graduate students agreed or strongly

agreed that ESL support assisted them in being able to stay in university. Students working

toward a Bachelor’s Degree (86.8%) agreed or strongly agreed. Interestingly, 9.4% of

students working toward a Bachelor’s Degree neither agreed nor disagreed while 3.8% of

Bachelors students disagreed completely.


Statement 11: I think my level of academic English has improved due to having ESL support.

Figure 6: ESL Support Has a Positive Effect on Improving English by Age

The finding showed that 58.5% of 18-28 year olds and 35.7% of 29-38 year olds

strongly agreed. The data also found that 37.7% of 18-28 year olds and 64.3% of 29-38 year

olds agreed. All of the post graduate students (100%) either agreed or strongly agreed.

Within the 18-28 year olds, 1.9% disagreed while 1.9% strongly disagreed with the statement

that they thought their level of academic English improved due to having ESL support.


Statement 12: I would recommend the ESL support center to another struggling international student.

Figure 7: Would Recommend ESL Support by Education Level

The data showed that 100% of post-graduate students agreed or strongly agreed with

the statement while Bachelor Degree students (90.6%) also agreed or strongly agreed. The

findings also showed that 9.4% of Bachelor’s Degree students neither agreed nor disagreed

that they would recommend the ESL support center.

Statement 13: The ESL support center is available when I need assistance.

In the sample, one male Bachelor’s Degree student aged 18-28 disagreed that the ESL

support center was available when they needed assistance. All other participants agreed or

strongly agreed that the support center was available when needed.


Statement 14: The ESL support given at the university is very effective.

Figure 8: ESL Support is Effective by Age

The findings

showed that 67.9% of 18-28 year olds strongly agree while 28.6% of 29-38 year olds strongly

agree that ESL support is effective. On the other hand, 24.5% of 18-28 year olds agreed

while 57.1% of 29-38 year olds agreed that ESL support was effective.

Statement 15: What specific areas of ESL support do you find most useful?

The findings from the open ended question are that 8.9% of the sample population

responded. The Respondents stated that they found the areas of speaking and listening,

pronunciation and writing the most useful. The respondents also stated that the teachers were

helpful because they were available to be contacted for help via email, text or online chat.


Statement 16: What are some ways the ESL support at this university could be improved?

Only 7.4% of the sample population responded to the question. The respondents stated

that they would like to have more contact with native speakers of American English by being

partnered with another student who is a native speaker of American English. The respondents

would also like to have activities with other students as well as the locals who are authentic

American speakers. Finally, the respondents stated that they would like to have teachers who

were native speakers of American English.

Discussion

The overall goal of this study was to assess the attitudes of international students

concerning the impact of English as a Second Language (ESL) support on international

student recruitment and retention. Our general findings showed that due to the small sample

size statistically significant correlational relationships could not be found. However, it is

important to note that 92.5% of the sample population felt that they would recommend the

ESL center to another international student. The majority of the sample population (98.5%)

agreed that ESL support was available when they needed it and 80.6% of them accessed the

ESL support center often. Therefore, the international students surveyed at Jackson State

University accessed the ESL support center when they needed it and valued the support

enough to recommend it to other students.

The availability of ESL support factored into the decisions of international students at

Jackson State University when determining which universities they would submit an

application to. Most of the respondents (94%) agreed that the availability of ESL support

featured into their decision to apply to certain universities. The majority of the sample

population (80.6%) researched the ESL center at various universities including Jackson State

University before deciding to submit applications. In addition, 66.1% of the respondents did


not submit applications to specific universities without ESL support centers. Though the

availability of ESL support was a strong factor in determining the choice of university, this

conclusion cannot be generalized to describe all international students since there was only a

small sample size. Further research would be needed in order to determine the role of ESL

availability in the decision making process of international students.

According to the respondents, ESL support enabled them to improve their academic

English skills and continue to attend the university. Interestingly, 89.5% of all the participants

in the sample felt that the ESL support had a positive effect on their retention.

Overwhelmingly, 97% of all the respondents felt that ESL support improved their level of

academic English while supporting their learning. In addition, 91% of the sample population

felt that the ESL support they received was effective. The finding showed that ESL support

was effective in assisting in the retention of the international students who were surveyed.

The implication of these finding would suggest that further research of a larger

sample population would be necessary in order to examine possible significant relationships.

Most notable in the findings was the lack of response on the open ended questions.

According to the director of the ESL centre at Jackson State University, many students chose

not to answer the open ended questions because they felt intimidated. When further research

is conducted in this area of study, researchers may choose to interview international students

possibly in their own language. This may enable them to acquire more genuine information

about the beliefs and attitudes of international students.


References

Basile, M. L. (2005). The Global Competition for Student Talent: Marketing Problem or Crisis in U.S. Policy and Campus Response?. Journal of Public Affairs, 829-49.

Fischer, K. (2010). Colleges Extend Conditional Admissions to Pull In More InternationalStudents. Chronicle of Higher Education, 56(42), A20-A21.

McMurtrie, B. (2005). American Universities Step Up Their Sales Pitch Overseas. Chronicleof Higher Education, 51(23), A8-A10.

Smith, M. J., & Ota, A. (2013). Matching International Enthusiasm With Diversity Commitment. (Cover story). Journal of College Admission, (218), 16-21.

Weiss, S., Rossetti, A., & Pecoraro, L. (2012). Preparing International Students for Success.Bized, 11(5), 40-45.


Appendix

ESL Support and International Student Recruitment and Retention

Thank you for participating in a survey about your opinions of how ESL support influenced your decisions to select your current university. This questionnaire will ask you to identify your level of agreement with a series of statements related to ESL Support in universities. Please check or tick the box that best matches your response. All responses will be kept anonymous and confidential.

1. Age: 18-28 years 29-38 years 39-48 years 49-58 years 59 + years

2. Sex:

Female Male

3. What is your current level of education?

Working on a Bachelor’s Degree Working on a Master’s Degree Working on a Doctoral Degree

4. Name of the University currently attending:_______________________________

5. Having an ESL support center was important to my decision to attend this university.

Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

6. I researched for information about an ESL support center before applying to this university.



7. Being able to access the ESL support center positively supports my learning. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

8. I access the ESL support center often. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

9. I did not apply to a university because it did not have an ESL support center. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

10. Having ESL support assists me in being able to stay in university. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

11. I think my level of academic English has improved due to having ESL support. I Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

12. I would recommend the ESL support center to another struggling international student.



13. The ESL support center is available when I need assistance. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

14. The ESL support given at the university is very effective. Strongly Agree Agree Neither Agree or Disagree Disagree Strongly Disagree

15. What specific areas of ESL support do you find most useful?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. What are some ways the ESL support at this university could be improved?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your participation.

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