by Talgat Ayapbergenov,
EAC Director, Aktobe, Kazakhstan

Dates: 05/15- 06/04, 2005

Project type:

Personal driven research within Professional Advising Leadership (PAL) Fellows Program. PAL is designed for senior-level educational advisers in the EducationUSA network sponsored by the E/C/A U.S. Department of State and administered by CollegeBoard. The objective of the program is to improve leadership and research skills through training and visits to US Educational institutions.Spring 2005 PAL program consisted of 3 components: PAL orientation training course, campus visit and attending NAFSA conference.

PAL topic:

Business Planning and Income-Generating Activities for EAC. For the recent years many EACs faced with decrease in financing and have already started business-like activities. This research topic is a systematic way to improve and expand EAC services by involving business procedures that are useful, feasible, ethical and accurate. Understanding and applying the elements of Business Planning can be a driving force for planning advising strategies, improving existing programs, effective use of available resources and, as a result - expanding the potential applicants’ pool. By implementing Income-Generating Activities EAC can introduce new forms of consulting, improve quality of current services, obtain financial independence and achieve sustainability.

PAL Orientation, 05/16-05/21

In fact PAL program started in two months prior to US visit. To prepare for the US part of PAL project all fellows had to complete Self-Directed Orientation (SDO) program modules aimed on Goals and Objectives, Developing Guiding Questions, Making Effective Presentations, Teambuilding, Measuring Success, Mind Mapping and Journalizing. These were first but not easy tasks in terms of time management and self-organization. Later on I was grateful to CollegeBoard coaching staff for this very important experience in research topic focusing, meeting arrangements, and making project efficient and less stressed.

During our first week in US PAL fellows had orientation training course in the International Education Office of the CollegeBoard, Washington D.C. Sessions include: introductions and panel discussions of PAL projects, effective presentation skills workshop, marketing and PR strategies seminar and leadership style testing (Myers Briggs test). Especially vivid were each participants one-minute presentation in front of video camera and group assignments depending on leadership style. I found out that leadership is a great challenge and responsibility for me. Because a real leader has to motivate people to reach common goals and to be strongly self-motivated personally. I think the best option in my case is to build up an associate’s team to derive enthusiasm from each other. The other memorable thing for me was reading example “how to lead when you’re not a boss” and proving the statement “nothing drives success more than strong motivation to succeed”. Overall these trainings helped me a lot in defining project: clarifying goals and outcomes as well as developing research questions.

Research phase:

Due to the fact that my research topic was closely related to business and marketing, I planned to use successful US experience in starting EAC income-generating activities concentrating on most profitable services. That is why my original topic has narrowed firstly into top five activities and then converted into one. Finally I focused on English as a Second Language courses (ESL¹) as most demandable and easy-to-install service.

I started my research about ESL courses in Washington D.C visiting the Commission on English Language Program Accreditation (CEA), professional membership association developing common, verifiable set of standards for over 1,000 English language programs and institutions throughout the country. I met with Teresa O'Donnell, CEA Executive Director and discussed benefits of ESL accreditation both for schools and for the customers. Next meeting was in Georgetown University (GU) with Deanna Wormuth, English as a Foreign Language Department Director. She organized a campus tour, told me about ESL curriculum and provided with recommended literature list. Following to my topic I also attended Developing Brand & Strategic Marketing Approach training delivered by Brooks Kenny, Promoting Public Causes, Inc (PPC). That was especially interesting because topic sounds like pure business discipline but it’s entirely applicable for non-profit sector as well.

Last day in Washington together with Bahar Haji-zada, colleague from Azerbaijan, we visited American University (AU) where took part in annual Institute Proceedings at the School of Communication with the topics on: The Power of Documentaries in Mobilizing the Public, and Documentaries as a Tool for Social Action which were accompanied by broadcasting the Documentaries and discussion on each. Then we had the meeting with Ezra Krumhansl, Director of Graduate Recruitment and Admissions at School of Communications, who told us about the Master’s Program in Public Communications, and discussed financial aid opportunities for the Eurasian students applying to AU with Senem Bakar, Assistant Director of International Student Service.

Thanks to courtesy of PAL organizers we have a room for extra curriculum events such as: Happy hours with PAL fellows, informal group dinner at Theresa Carroll Schweser’s home and attending fabulous play “Big River: The Adventures of Huckleberry Finn” by Mark Twain; Deaf West Theatre musical production at Ford’s Theater.

Campus Visit, 05/22-05/27

Next week I spent on campus visit in Texas, well known for their ESL courses. Conducting my personal research I attended following universities and colleges: University of North Texas (UNT), University of Texas in Arlington (UTA), Texas Christian University (TCU), University of Dallas, Brookhaven Community College. All institutions located in Dallas metropolitan area have modern, attractive campuses, with a very diverse student body; international students comprise 11-22% of the student population. I had number of meetings with admission officers, ESL teachers, and international student’s service administrators.

Especially I was impressed by the well structured Intensive English Language Institute (IELI) at the UNT (30,000 students, the fourth largest university in state of Texas) and Intensive English Program (IEP) at UTA (24,900, the second largest in University of Texas system). For example IEP provides a high quality comprehensive academic preparatory English program for international students with 20 class hours per week. This is an easiest and legal way to be admitted in US institutions without troubles on visa issues. Thus most IELI graduates enroll in UNT undergraduate and graduate degree programs. Obviously there is still a chance to be admitted in these universities and to receive financial aid even on undergraduate level. For example financing for international students is available through Presidential funds or athletic scholarships — at TCU I found one for young tennis player from Kazakhstan.

Also remarkable is UNT International Welcome Center leaded by Olga Grieco who speaks Ukrainian and Russian and its yearly organized international student’s week with costume parade and national cuisine tasting. In Brookhaven College I met with Sylvia Coffey, director of similar Multicultural Center, who was recognized for her dedication to student success. From other doings in Texas I participated in three ESL classes including pre-MBA class (University of Dallas), joined alumni association (UTA), saw historic Cowboy Station and taken picture with bronze horn frog (TCU).

Special thanks to Dotty Horton (UNT), Jay Horn (UTA), John Singleton (TCU), Rashmi Shetty (UD) and Aaron Ostrom (Brookhaven) for their friendly support made my research possible.

NAFSA conference, 05/28-06/03

Final part of PAL program was attending 57^th NAFSA annual conference in Seattle, WA. More than 7,000 people participated at NAFSA this year with more than 1300 booths set in International Expo Hall. At conference I was a presenter at the panel session “Quality Criteria of Effective Work: A Look from Eurasia Advising Centers” — accompanying advisers from Georgia, Azerbaijan and Moldova. Among the NAFSA pre-conference workshops I chose “Business Strategies for Overseas Advising Centers” because it closely relates to my PAL topic.

Sessions attended: Consular Affairs Update; Capitalizing on International Alumni Relations; Presentation of Next Generation TOEFL Test (TOEFL iBT); Evaluating Intensive English Language Program’s Student Service; Embassy Dialogue Committee – EducationUSA Country Fair poster session; Kaplan English Programs reception; Peterson’s and ScholarShip reception. I also visited International Education Expo, and made new contacts with different organizations and universities, volunteered at EducationUSA booth. On PAL Fellow Alumni Meeting and then first PAL–REAC Summit all REACs, PAL alumni and PAL 2005 fellows discussed the ways of improving quality of advising and worked out marketing strategies for overseas EACs.

Apart from the official NAFSA conference program events, I greatly benefited from the exchange of experiences with colleagues worldwide. Following the presentation of advising resources and book sale options offered to EACs by Peterson’s by Ms. Jean Cestone from Peterson’s, I am going to introduce this service starting 2006. I am already negotiating the terms of purchase and Peterson’s product pricing. At my meeting with Amber Cheng, Executive Director, Channel Expansion ETS, she informed me that applications for initiating ETS Certified Test Administration Site (CTAS) for TOEFL iBT are accepted.

And of course PAL program was perfect opportunity to meet with colleagues from other countries and to share experiences. I explored possibilities to join new projects and to know initiatives like US Achievers Program (USAP) or discussed aspects of Student Information Center in Zagreb (SIC) with Ninoslav, a colleague and a roommate.

Conclusion:

Whether you run a one-person EAC or corporate advising agency and want to occupy your “place under the Sun” on local educational market, you can use business strategies like marketing. As results of the PAL research I am presenting the summary of ESL benefits for International Students, report on implementation phase and a couple of marketing hints for EACs:

ESL benefits for International Students

•  ESL courses are usually non-credit, i.e. ESL students do not earn credits for studying English, some schools/departments ready to consider such courses as academic subjects (Public Communications School)
•  Several universities (e.g.TCU) offer to reimburse ESL expenses for those who graduated from these University (degree programs only)
•  Almost all universities with accredited ESL/IEP programs provide with conditional admissions for international students (no TOEFL² score required). In this case students interested in choosing proper ESL courses are encouraged to check if the program chosen is accredited by CEA, AAIEP, UCIEP, etc.
•  To avoid problems with US visa students may be referred to university preparatory ESL/IEP just after failing to achieve the institution's minimum required TOEFL score. At the end of the program, students receive a report showing their ability levels in English and a certificate of participation. Usually ESL/IEP can issue Form I–20 to allow non-immigrants to study English in the U.S.
•  Another students’ benefit from ESL is adaptation point of view. If international students apply to enter an ESL/IEP directly, prior to beginning a university application process, they may choose an appropriate academic program on-site, after they become acquainted with campus facilities, met faculty and new friends, find cheaper rent, etc.
•  Class size at the ESL courses is the most crucial fact – the student / faculty ratio is an indicator of effective interaction between teacher and peers, especially important for oriental students.
•  Financial aid for international students applying to ESL/IEP: all five schools that I visited had no scholarships to offer international students. Although part time job on campuses gives very limited monies for international students their summer jobs can be essential source of income.

•  TOEFL preparatory courses,
•  sale of Peterson’s books and testing materials,
•  Membership system donations.

Here the results of my PAL research results on Aktobe EAC plans and implementations:

1. English and TOEFL preparatory courses
Starting September Aktobe EAC delivers TOEFL preparation courses and developing English Communication class. Classes are conducted by ECA programs alumni.

2. Sale of Peterson's books
Following the presentation of advising resources and book sale options offered to EACs by Peterson's, I am going to introduce this service starting 2006. We already negotiated the terms of purchase and Peterson’s product pricing. EducationUSA EACs can resell Peterson's published materials with normal discount up to 50%.

3. Donations from membership cards
Membership cards holders can use all EAC’s regular services: library, consulting in person and in groups, English Club, Video sessions, special events plus have 10% discount on all paid services. ECA alumni will have membership cards at no charge.

4. Grant opportunities
In July Aktobe EAC submitted proposal for ETS Excellence grant but has not been selected. Other grant opportunities we plan to apply is ECA Small Alumni Grant program and grants for PAL/USBT Alumni.

5. Partnership opportunities
Since Aktobe EAC is the only advising center in Western Kazakhstan we made an agreement with IREX-KZ for short-term administering programs of Freedom Support Act / Undergraduate Exchange and Muskie in this region. Currently I am discussing recruiting opportunities for number of KZ institutions like KIMEP, KBTU, etc. Ideally EAC can receive agent’s fee for representing exchange programs or particular institutions.

6. Internships
Thanks to support from Allison Hawley, Eurasian REAC and courtesy of ACCELS EACs in St. Petersburg and Yerevan we had an opportunity to send there two volunteers from Aktobe for Education Fairs in October 2005. Their reports can be found at http://eac.bilim.kz.

Marketing hints for EACs:

•  Consider all of your visitors, exchange program participants, English club members, etc — as “customers”. Of course, your customer is always right?
•  Think about EAC as “one–stop shop” — meaning your customers want to find all the information (and services) in one place.
•  And the last one — “keeps your eyes and ears open” — meaning it is never late to learn.

Talgat Ayapbergenov
Aktobe EAC Director
Educational Development Center “Bilim–Central Asia”
ul.101 Strelkovoi Br. 6–27, Aktobe 030000
Kazakhstan
Tel: 7 3132 51 63 61
Fax: 7 3132 51 45 92
E-mail: akt-eac@nursat.kz
http://eac.bilim.kz
www.educationUSA.state.gov

¹ Many international students enroll in special non-academic courses to improve their English language proficiency necessary for entrance into, and success in, a college or university degree program. Such English courses, called English as a Second Language (ESL), are offered by universities as well as by independent English language schools. The most popular form of English courses in this context is an Intensive English Program (IEP), which typically offers 18 to 24 hours per week of instruction in a course of study designed.

² Test of English as a Foreign Language, standardized ETS test used by many universities to screen applicants for language proficiency.

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