ABSTRACT
Recruitment, admission, and orientation processes begin a relationship between the institution and its international students that extends through graduation and into alumni activities. The authors address third- and fourth-party corporate involvement in relation to the critical university–student relationship, and advocate university governance over these processes as a source of learning and professional development for the institution. The chapter reviews the characteristics of international students from major sending countries such as China and Saudi Arabia and the backgrounds of culturally and linguistically diverse (CLD) US applicants in terms of students’ experience with English as a medium of instruction and cultural familiarity with US education. The admissions and curricular implications of students’ backgrounds and educational experiences are then discussed, along with a consideration of the role of standardized tests and their downstream effects on campus. New student orientation provides the first major opportunity for the institution to demonstrate to all students their value and place on campus and the importance of learning about and from diverse others. Overall, this chapter highlights the theme of access to US higher education. Intensive English programs are seen as effective means of increasing international and CLD student access to US higher education.
