Growing challenges in admissions
It is no secret; college and university admissions teams are under increasing pressure to support the success of their international students. While other departments interact with students personally on campus as they walk the path to graduation, admissions staff often only know international students through their application materials – transcripts, standardised test scores, essays, and proof of English proficiency. While these documents are important, they provide limited insight into a student’s overall readiness for higher education.
Trying to predict a student’s future using only these materials is a challenging and stressful task. A recent WittKieffer survey of chief enrolment management officers (CEMOs) found that 61% of respondents are experiencing unprecedented levels of burnout, with significant effect. As Rick Clark, executive director of undergraduate admission at Georgia Tech spoke-out: “There have always been people leaving the field, but not in the numbers we’re seeing now.”
This strain comes at a time when applicant numbers have risen sharply. Since the 2019/20 admissions cycle – the last unaffected by the Covid-19 pandemic – the number of applicants to four-year colleges through CommonApp has grown by over 285,000, or 28%. This increase has continued into the post-pandemic era, with a 6% rise in applicants for the 2023/24 cycle, totalling 850,165 applicants as of November 1, 2024. While international applications have grown at a slower rate, there has still been a 5% increase year-over-year. Given these figures, it’s unsurprising admissions professionals are feeling burnt out.
Role of English language professionals
To address this issue, a variety of solutions are needed, although one group is pivotal: English language professionals.
Admissions and enrolment managers are responsible for selecting from a wide range of English proficiency tests, each offering a different approach on how to evaluate a student’s language skills and assign a proficiency level. There is no one-size-fits-all test, and the best option for an institution varies with their needs. For example, Trinity College London’s ISE Digital test assesses candidates’ integrated use of speaking, listening, reading, and writing skills – mirroring use of real-life language in an academic environment.
A variety of solutions are needed, although one group is pivotal: English language professionals
Many language tests are backed by thorough research and academic frameworks to ensure their validity and reliability. However, admissions staff often lack the specialised training needed to fully understand the complexities of the varying assessments, and are not aware of the value of reviewing the academics underpinning the tests.
As experts Malone and Montee explain: “Many administrators in international student admissions and services lack deep knowledge about what large scale assessments actually measure and might benefit from informed approaches to help make decisions.” This is where English language professionals can provide crucial support.
Collaboration: the key to success
Research highlights the importance of collaboration between admissions teams and language experts.
A study by Sara T. Cushing found that 40% of university admissions officers consider advice from their institution’s English language program colleagues “somewhat important,” while 51% rate it as “very important.”
Kelly McClendon, director of intensive English at Washburn University, shared her positive experience of being a key resource for admissions, noting: “I’ve been the one people are turning to.” However, she also acknowledged that her experience is unusual, saying: “Almost everywhere else I know of, admissions handles it [alone].”
In some cases, collaboration between admissions and English language professionals is limited or inconsistent. One state English program director shared their frustration: “I’ve had conversations, and sometimes in those meetings, I’m told it’s all my choice. But in reality, it’s not.”
Although there may be a disconnect in some instances between admissions and English language professionals, there is a desire on both sides to be involved.
A seat at the table
By fostering collaboration and valuing the expertise of English language professionals, colleges and universities can ease the pressure on admissions teams and create a better path to success for international students. Although there are a multitude of options for how to achieve this goal, we can start by sharing the table.
With thanks to Jaymie-Leigh Baker and Martin Oetegenn
About the author: Holly Robinson is recognition business development manager at Trinity College London, a leading international examination board, publisher and independent education charity. With the responsibility of increasing the acceptance of Trinity qualifications in North America and Oceania, among other regions, she works with institutions and government bodies globally. Specialising particularly in US education, she has previous experience as recruitment manager for East Africa and enrollment services counselor at INTO University Partnerships, and is a previous ambassador for the British Association of American Studies.
Join The PIE and Trinity College London for a webinar ‘Study, work, live: The English language test equipping students for life beyond the classroom’ on Thursday February 20 at 12:00 GMT. Register here.
