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These are trying times for many on-campus intensive English programs. Enrollment and revenue are down, and there is increased pressure from senior administration for many IEPs to demonstrate their continuing relevance and usefulness to the wider institution.
At the same time, many universities have enrolled international students who can benefit from language, cultural, and social support. IEPs have faculty and staff who are highly qualified to provide programming in these areas (and who may currently have less work to do), yet because IEPs are typically viewed as profit centers rather than service units, they are not called on to offer such support. This is short-sighted, as increased support for degree-seeking international students will improve their retention and completion rates – which is good for the students, the university’s bottom line, and the institution’s reputation.
IEP directors can sell this idea to university administrators. Here are…
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