The critical question is: what can HEIs do to create a welcoming and supportive environment for these students – one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.

1. Meeting the Needs
of International
Students in Higher
Education Institutions
Steven B. Permuth, Ed.D.

2. Data from the United States
Department of Commerce shows that
international students contributed
over $24.7 billion to the U.S. economy
in 2012, with nearly 65% of these
dollars coming from personal and
family funds and 21% coming from
HEI support. In addition to possible
future gifts from international students
and their families, the admittance
of over 800,000 students into the
U.S. education system enriches the
diversity and fabric of higher education
and facilitates students’ entrance
into the globalized, technologically-
driven world we are now part of.1
Universities recognize that the
impact of international students goes
beyond economic metrics and financial
contributions to the community.
While tuition costs above those of
resident students are unquestionably
valuable, of equal importance are
contributions around sustainability,
advancement of physical facilities and
services, potential alumni resources
external to normative developmental
and fundraising activity, and vibrant
economic infusion to the local/regional
community. Further, any university
However sentimental his words
may be, American playwright John
Payne (1791-1852) reminds us that
one of the principle goals of higher
education institutions (HEIs), whether
universities, colleges or community
colleges, is to make their campuses
and environment as much of a home
away from home as possible. For
international students in particular, this
new “home” is not merely a place to
live. Rather, the HEI should be viewed
as a place where integral elements
work together to deal with such
issues as language proficiency, social
support, and networking, and where
the academic and operational wings
of HEIs are the foci of institutional
support, advising and teaching.
These issues must be addressed
through institutional prioritization and
cooperation in order to make the
physical and intellectual environment
one of student achievement and
success, all within a “home” that
is safe and secure for them. HEIs
cannot and should not be viewed as
independent entities without a cogent
and focused plan of operation, from
admittance to graduation, within an
articulated and funded plan of action.
International students are
considered to be those who study in
another country for all or part of their
higher education. In 2013, there were
approximately 4.5 million international
students attending HEIs throughout
the world; 8 million are projected
for 2025.1
Current data reveals that
the largest host countries for these
students are the United States with a
record high of 820,000 students, the
United Kingdom at 488,000 students,
and China at nearly 345,000 students.
In turn, 2011 data indicates that
some 284,000 American students
studied abroad during that year, with
the United Kingdom being their first
choice (35,000 students chose to
attend school there). Of great interest
is that the top three countries that
send students to others for study are
in Asia, led by China (29% of their
student population studies abroad),
India (12%) and South Korea (9%). Of
particular interest to higher education,
as well, is that the fields of study
selected by international students
coming to the United States are in
areas of focal concern, namely the
STEM disciplines (e.g., Engineering,
Math, Computer Science, Physical
and Life Sciences), with 42% of
students majoring in these fields.1
‘Mid pleasures and palaces though may we roam,
be it ever so humble there is no place like home.’
If HEIs are looking
for economic strength,
cultural diversity, and
academic excellence,
international students
can be instrumental
in helping to achieve
these goals.
2

3. that dedicates itself to diversity and
globalization by deed, not talk, views
international students as part of a
rich fabric that deepens and expands
the intellectual parameters of a
high-quality education. International
students have much to offer.
The opportunities for enhancing the
financial base, diversity and academic
programming of HEIs appear to be
a wonderful journey to entertain;
however, there are several critical
needs of the international student
that must be addressed in order to
provide a positive student experience
that achieves these outcomes for the
institution. There is an abundance
of research to concur with a senior
university administrator at a major
public research institution when he
shares that “everyone says [our
institution] is global, but that is only
the case when the rubber hits the
road and the planning, problems and
concerns are addressed.” Recognizing
these concerns (and their interrelated
nature) through planning, knowledge
and foresight can help work toward
a mutually satisfactory engagement
for all. These issues, widely identified
in research, can be viewed in the
The critical question
is: what can HEIs do to
create a welcoming and
supportive environment
for these students
– one that provides
safety, comfort and
security through
formal and informal
organizations that
understand these
students’ unique
needs and cultural
preferences.
broad categories of language
proficiency, social support
and networks, and academic/
operational vision and support.2
L A N G U A G E I S S U E S
Culture, for any individual, is
normatively described by one’s beliefs,
values, relationship norms, conduct,
and language. Lacking English skills
would undoubtedly cause an element
of culture shock for international
students, and it is erroneous to
assume that all of these students
come ready to speak, write, and
comprehend English. Researchers
agree that language skills are the
most challenging issue for the
majority of international students.2,3
In their groundbreaking work on the
international student experience,
researchers Yeh and Inose emphasize
that “a lack of English skills is likely to
affect international students’ academic
performance, and academic difficulties
in turn may affect their psychological
adjustment to college life.”2
Further,
of critical importance is that this
language difficulty may hinder the
development of needed social support
and networking skills with host and
other visiting international students.
Although programs may exist in
students’ countries of origin to help
with some issues, HEIs should also
offer dedicated multilingual experts
and international student advocates
with experience in admissions,
counseling, medical practice, and
legal practice or understanding (e.g.,
visas, certification, taxes). A student
from the United Kingdom, interviewed
for this paper, expressed that he had
difficulty and felt stressed while trying
to understand the various processes
involved in meeting the requirements
of the different bureaucracies with
3

4. all international boundaries, but not
with students of the host nation.
Finally, a large number of international
students may be described as
“Inclusive Global Mixers;” these
students socially connect with national
colleagues, other internationals
and students of the host country.
Regardless of the group one may
fall within, a lack of social contact/
interactions can interfere with
various activities needed for student
achievement (e.g., study groups, or
meetings with professors). This is
not to say, however, that HEIs cannot
have a profound impact on the quality
of social support and networks that
provide for the successful experience
of international students. In fact, HEIs
can play a very important role by
helping to coordinate social events,
integrative study groups, cultural
dinners, and other opportunities
for social exchange that would
serve to welcome international
students. Emphasis and effort here
is more than noticed by international
students and their parents.
In particular, international
students often face difficulties in
social networking, as they may lack
language, communication, and
interpersonal skills that would enable
them to effectively work with faculty
and students at the host institution.
This prevents the institution from
gaining the knowledge and cultural
diversity perspective these students
might otherwise share. Lack of
social support can also result in
failure in academic achievement, a
central goal of both the individual
and the host institution going unmet.
International students who study
in the United States are sometimes
viewed as fitting into several
categories.5
“Self-segregators”
are those who interact solely with
members of their own nationality
and culture. “Ethnic Global Mixers”
are those who socially and perhaps
academically interact with ethnically-
and culturally-like students, but do not
interact with the host nation students.
There is also a subcategory of this
group – those who socially mix across
which he was in contact. He noted, “If
I am having trouble as a native English
speaker,Iworryforthepeopleforwhom
it is a second language, no matter how
proficient they are. The vagueness
and complexity can seem baffling.”4
In addition to offering on-campus
guidance from dedicated staff,
providing strong language enrichment
and academic assistance programs
can further support international
studies in their studies. Research
finds that international students
share the observation that the
most difficult learning problems
are in writing, oral comprehension
and communication.2,3
Language
difficulties also create challenges
around the effective management
of study and reading time, and they
may impede students’ ability to work
with others in group activities. As will
be discussed next, with respect to
relationships and social support, it
is not hard to imagine the problems
international students may have with
these, due to language difficulties.
S O C I A L S U P P O R T
A N D N E T W O R K S
When international students come
from other countries, it is likely that
they are separating from direct family
emotional support and functioning in
a minimal or non-English speaking
and writing environment. Entering
into a world of forms and processes,
establishing oneself in a new home,
and worrying about how to act in a
different country is a life change that
can be very difficult to handle. As
Yeh and Inose share, the breadth of
support lost when one becomes an
international student can result in
mentalandhealthconcerns,academic
difficulties, financial problems,
homesickness and other challenges.2
Despite widespread adoption of
the English language outside of the
U.S., such issues may also affect
American students studying abroad.
4

5. ACADEMIC/OPERATIONAL
V I S I O N A N D S U P P O R T
For an HEI to demonstrate
meaningful commitment to its visiting
students, it must view the international
student program as central to the
core of the HEI and not merely as
an auxiliary enterprise. Commitment
is characterized by a sense of
centrality, supported with adequate
resources, within the mission,
strategic goals and plans of the HEI.
Successful host universities have
the following in place: carefully
defined processes to recruit and
retain international students, intensive
and systematic orientation programs
throughout students’ attendance
period, and dedicated efforts around
the provision of safe, secure and
effective systems for student success.
Addendstotheseexistinthearticulated
support of administration, faculty
and staff committed to international
students and their experience
abroad through their integrative
teaching, scholarship, and work.
In sum, this approach
requires looking at
academic programs
as key elements to
facilitate HEI support
of and communication
with international
students.
From the academic perspective,
this means working with international
students to overcome any obstacles
they encounter, and understanding
how to identify students who may
be struggling. HEI support entails a
readiness to work with students on
important personal issues. It means
examiningtheresearchoninternational
students and the challenges they
face, and gathering student feedback
through formative and summative
assessments. Finally, HEI support
necessitates the hiring of multi-lingual
support personnel throughout both
the academic and operational wings,
and hosting ongoing cooperative
sessions with staff and students.
Academic service and support for
international students is particularly
critical because the issues these
students bring to a college campus are
not necessarily the same as those of
domestic students. Concerns around
immunization, immigration, filing
taxes, financial aid, and dormitory and
social needs are likely to be different
and more complex; as such, they
need the unique attention of advisors
prepared to work with such issues
with great sensitivity and patience.
Of additional concern to HEIs
is recent research indicating
that retention remains an issue
among international students
who come to the U.S. Recruiting
and admitting these students is
not the same as retaining them.
A national survey conducted
by NAFSA: Association of
International Educators found that
institutions identified
transferring to a
“better fit” institution
financial reasons,
and
academic
difficulties
67%
64%
62%as the top reasons for which
international undergraduate
students leave their institutions
before completing their degree.
Interestingly, the survey found that
the students themselves were more
focused on financial issues, citing
dissatisfaction with
a lack of access to
jobs or internships37%
affordability,
and
a lack of
scholarship
availability
36%
62%
5

6. Given this research, it is apparent
that there is much to be aware of in
terms of HEI focus. The research
also highlights how essential it is that
the academic and operational arms
of HEIs be viewed as inseparable
parts of one team. While operations
might have primary oversight of
campus facilities and food services,
it is the academic value added
to the framework, integrated with
these entities, that make HEIs a
student-centered, caring community
where student achievement and
success are the ultimate goals.
What is especially critical is that the
academic and operational aspects of
the HEI work in tandem through an
articulated planning process, to make
academic achievement a central goal
of both areas of institutional leadership.
Integral to this process is the
involvement of international leadership
in the planning, implementation and
assessment of student achievement
goals. Throughout this process it
is action, not rhetoric that counts.
FA C I L I T I E S
Though not fitted with all the
literal comforts of home, universities
should strive for excellence in both
educational and housing facilities. In
their 2014 study, “Academic Buildings
and Their Influence on Students’
Wellbeing in Higher Education
Institutions,” researchers Muhammad,
Sapri, and Sipan identify six aspects
of academic buildings that are
important to students’ well-being:
comfort, health and safety, access and
quality of facilities, space provision
and adequacy, participation and
inclusiveness, and interaction.7
They
also note that the specific items most
emphasized by students are thermal
conditions, internet access, furniture,
duration of access, availability of
refreshment facilities, and availability
of discussion rooms and personal
workstations.
When one thinks of a collegiate
experience, one might assume
the discussion is about university-
controlled housing; however, that
is not the total picture. Housing is
certainly a primary focus; as such,
careful deliberation is needed for all
students regarding the safety and
security of the domicile. International
students, however, may also need
translation support for emergency
needs, selection of roommates, facility
issues or use of facility equipment.
Of particular concern for international
students are changes that may
occur during vacations and holidays,
as these students may not travel
home during these times when the
campus is otherwise “closed.” They
need to be cognizant of changes
regarding housing, food service, or
transportation.7
In addition, housing
needs to recognize that technological
access should be a “given” for
international students so they can
effectively communicate with faculty
and students at the university and
with family and friends from home.
Keeping in mind that one size does
not fit all, care needs to be taken to
create bright and welcoming spaces for
study groups as well as quiet spaces
for individual work. Furthermore, the
study habits of undergraduates and
graduate students are not necessarily
the same in terms of academic time
spent on campus; graduate students
typically spend more time in the
evening working on research and
laboratory assignments. Graduate
students tend to need larger spaces
for their work and professional
discourse. Of further importance is the
availability of quality food for students
who arrive “home” during later hours.
Other facilities that can serve to
welcome international students focus
on creating an environment that
supports student achievement through
opportunities serving the physical and
psychological needs of all students.
These fall within the articulated and
implemented rubric of wellness,
fitness, personal support, and food.
WELLNESS services and amenities
are designed to address students’
needs through advisors/counselors
who are professionally trained to
deal with concerns around decision-
making, wellness, and other common
issues that may impact international
Of additional
importance to student
housing, especially on-
campus housing, is the
need to make sure that
these facilities are
viewed in the context
and as part of student
success and achievement.
6

7. students (e.g., separation from home,
making friends, and involvement
in student activities). Planning and
success here also informs the HEI in
its plans to attract and retain a thriving
international student community.
It is also a truism that wellness
exists as a matter of both mind and
body. To this end, an HEI advances its
commitment to international students
by providing quiet places to pray or
reflect, and by working with religious
leaders who can provide services to
students, as they desire. In doing so,
the HEI also advances its sense of
community engagement, especially if
the institution collaborates with local
religious leaders to create a framework
of outreach to the community
encompassing the HEI. Such a
commitment recognizes international
students’ needs for self-reflection
and prayer, as well as their need to
find a sense of spiritual belonging
in their “home away from home.”
FITNESS amenities are designed
to maintain students’ physical health
through well-maintained and ideally
on-campus facilities which may offer
fitness programs, weight loss support,
and dietary counseling. For both
international and domestic students,
many universities offer exercise
classes that reflect other cultures
(e.g., international dance programs). If
there is no on-campus fitness facility,
ideally students will have access to
a local health club and the university
will make transportation arrangements
that allow for easy transit.
PERSONAL SUPPORT services
and amenities are designed to help
with students’ personal needs.
These include the provision of well-
run childcare sites and services,
convenient places to purchase food
and personal items, campus security,
dry cleaning, and local transportation.
FOOD is a critical component of
creating a welcoming experience
for students, particularly those with
specific cultural preferences. Superior
campus foodservice providers offer
high-quality options and focus on
nutrition and healthy preparation
of foods. Conscientiousness of the
needs of international students can
be accentuated by culture-specific
service stations in cafeteria-style
operations, special dinners offered
throughout the year, appropriate and
healthful snack foods in dormitories,
on-campus vegetarian and vegan
options, communication about cultural
food sites throughout the community,
and having international students
work with food services to host
cultural “healthy cooking” gatherings.
In addition, it can advance the
standing of the institution among
its international students to hold
regular meetings with chefs and chief
foodservices personnel to discuss
food issues of relevance such as
food selection, use of authentic
ingredients, or preparation. Such
meetings convey an institutional
message of concern and support
for the international student body.
C O N C L U S I O N
While this paper cannot discuss
in great depth all of the issues it
describes, a key takeaway is the
need for HEIs to support international
students through carefully articulated
systems that provide the facilities, food
and academic support necessary to
ensure their success. In taking these
steps, the university can establish a
welcoming environment that ensures
the safety, security and well-being
of its students, while also furthering
its own standing in an increasingly
globalized world without boundaries.
While higher education institutions
may never entirely be a “home away
from home,” with effort, enthusiasm
and commitment to international
students, they can take a major step
toward becoming that place of choice.
7

8. MEET THE AUTHOR
Dr. Steve Permuth currently serves a Professor of Educational Leadership at
the University of South Florida. He has taught at both levels of graduate and
undergraduate education with emphasis on policy and school law and has
authored/co-authored ten books and fifty articles. He has provided collegiate
administrative leadership for almost 20 years in private and public institutions
throughout the country including roles such as Director of Research, Assistant
Dean of the Graduate School, Dean of Education and Health Sciences, and
Provost and Vice President for Academic Affairs.
Dr. Permuth is not representing the University of South Florida in his authorship
of this paper.
REFERENCES
1
Institute of International Education. (2013). Open Doors Report on International
Change: Fast Facts. Retrieved from http://www.iie.org/opendoors
2
Yeh, C., & Inose, M. (2003). International students’ reported English fluency,
social support satisfaction, and social connectivism as predictors of acculturative
stress. Counseling Psychology Quarterly, 16(1), 15-28.
3
Sawir, E., et al. (2012). International Student Security and English Language
Proficiency. Journal of Studies in International Education, 16(5), 434-454.
4
A. Smithers, Graduate Student in Sociology, University of South Florida, Student
Interview, July 25, 2014.
5
Rose-Redwood, C., & Rose-Redwood, R. (2013). Self-segregation or Global
Mixing?: Social Interactions and the International Student Experience. Journal of
College Student Development, 54(4), 413-429.
6
Retention is a Growing Issue as More International Students Come to U.S.
(2014). The Chronicle of Higher Education. Retrieved from http://chronicle.com/
article/Retention-Is-a-Growing-Issue/146807/
7
Muhammad, S., Sapri, M., & Sipan, I. (2014). Academic Buildings and Their
Influence on Students’ Wellbeing in Higher Education Institutions. Social
Indicators Research, 115(3), 1159-1178.
8