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Social Media As A Tool for International Student Engagement

Social Media As A Tool for International Student Engagement

by | May 19, 2023 | Articles, International Students, Marketing Recruitment

May 19, 2023

ABSTRACT: 

Social media has become an integral part of our daily lives, revolutionizing the way we communicate and share information. Universities worldwide have recognized the potential of social media in connecting with international students and enhancing their engagement. This article explores various strategies and platforms that higher education institutions can leverage to effectively engage international students. Understanding the target audience, using visual content, creating content in multiple languages, utilizing popular social media platforms in their country, engaging with the audience, and providing relevant information are key strategies discussed. Additionally, the article provides an overview of popular social media platforms and their primary purposes. Furthermore, it offers insights on developing a consistent posting schedule through content calendars, determining the best posting times, repurposing content, automating posts, using a variety of content types, and monitoring results. By capitalizing on social media and implementing these strategies, universities can create a welcoming and inclusive environment for international students, fostering cultural exchange, academic collaboration, and overall student satisfaction.

AUTHORS:

  • Rayna Tagalicod|University of Hawaii
  • Maria del Mar Aponte Rodriguez | St. Mary’s University (San Antonio, Texas)
Introduction:

In today’s interconnected world, social media has become an integral part of our daily lives. It has revolutionized the way we communicate, interact, and share information with each other.

Universities across the globe have also recognized the potential of social media. Social media platforms such as Facebook, Twitter, Instagram, TikTok, WeChat, QQ, and Sina Weibo offer international students an opportunity to stay connected with their family back home, while also fostering new connections with peers, professors, and the wider university community.

According to GWI, the leading audience targeting company for the global marketing industry, the typical internet user now spends more than 2.5 hours per day using social media platforms. More than just a place to connect, increasingly students are using social media to build networks, learn new skills, interact with peers, and find answers to their questions.

While you might hope students are visiting your website, it’s more likely they are receiving immigration advice from TikTok channels like @SDimmigrationlawyer. Therefore, this article explores some ways in which social media can be leveraged as a tool for international student engagement. We will examine available social media platforms and the strategies that universities can adopt to effectively utilize social media to enhance the student experience. From promoting cultural exchange to facilitating academic collaboration, social media has the potential to transform the way international students engage with their academic communities.

Capitalizing On Social Media Use:

Although the purpose of social media was originally to promote social interactions, higher education institutions soon recognized its value in connecting with students (Cassidy et al., 2011). Social media can be beneficial in educational settings because it allows for easy and accessible sharing of content (Williams et al., 2012); provides online opportunities for peers to interact (Selwyn, 2009); facilitates communication amongst students and teachers (Lambić, 2016); provides visual or written opportunities for students to participate in class who may otherwise be hesitant to verbally participate (Blankenship, 2011); enhances student engagement and interest; and allows students to take more control and responsibility for their education (Blankenship, 2011). Social media is also popular for use in higher education because it is not restricted by location or office hours (Chan & Leung, 2010).

Although a number of benefits of using social media to connect with college students are identified, there are also some disadvantages. They include time spent on social media serving as a distraction for students from their studies (Firat, 2017); and risks of lack of professionalism or data protection (Chan & Leung, 2010). Since some students perceive social media as a platform mostly for social, leisure, and entertainment (Lu et al., 2016), they may also not think of connecting with their institutions via social media or consider it as information overload (Chen et al., 2012).

Despite the disadvantages, the use of social media to engage with college students is projected to increase in the future (Blankenship, 2011). As such, offices should be deliberate in creating their social media plan. If possible, having a specialist to oversee all office/campus social media would be ideal. However, if that is not possible, the following section outlines suggestions to maximize efforts.

Social media provides a great opportunity for higher education institutions to connect with international students and engage them in their programs and services. Below are some ways to best capitalize on social media use to engage with international students:

  1. Understand your target audience: Before creating any social media content, it’s important to understand your target audience – their interests, values, language, and cultural nuances. This will help you create content that resonates with them and makes them feel welcome and included. One strategy you can implement to better understand your target audience is by surveying your students and learning more about their needs. Another strategy is to create content based on your student population and ensure you post about specific holidays that might be important so students feel connected to your social media content (i.e. Diwali, Ramadan, Passover, Women’s History Month…etc).
  2. Use visual content: Visual content such as images, videos, and infographics tend to perform better on social media and can help capture the attention of international students who may be browsing social media in their free time.
  3. Create content in multiple languages: Creating content in multiple languages can help make your institution more accessible to international students who may not be fluent in the language of instruction. You can create content in the languages commonly spoken by your target audience, such as Mandarin, Spanish, or Arabic.
  4. Use social media platforms popular in their country: Different social media platforms are popular in different countries, so it’s important to research which platforms are popular in your target audience’s home country. For example, WeChat is popular in China, while Line is popular in Japan.
  5. Engage with your audience: Engage with your international student audience by responding to their comments, sharing their posts, and asking for their feedback. This can help create a sense of community and build trust and loyalty.
  6. Provide relevant information: Provide relevant information that international students may be interested in, such as visa requirements, scholarships, housing options, campus resources, and extracurricular activities. This can help them make informed decisions and feel supported throughout the admission process.

By capitalizing on social media use and implementing these strategies, higher education institutions can effectively engage with international students and create a welcoming and inclusive environment for them.

Social Media Platforms And Their Purpose:

Social media may be generally defined as “a group of Internet-based applications that [… ] allow the creation and exchange of user-generated content” (Kaplan & Haenlein, 2010, p. 61). Although a plethora of social media platforms exists, research demonstrates that the most popular are those that provide networks with others that share common characteristics (Duggan et al., 2015), and those that allow users to express themselves via photos, recordings, or written or oral form (Hamid et al., 2015). Amongst traditionally-aged college students, they include Instagram, Facebook, TikTok, and YouTube (Carbone, 2020).

Zhu and Chen (2015) developed a classification system for social media platforms based on the type of connection (profile based versus content based) and the level to which messages may be customized. According to this classification system, Instagram, TikTok, and YouTube are considered creative outlet platforms that are content based and allow users to share their interests and creativity. Facebook is considered a relationship platform that is profile based, featuring mostly customized messages.

Each of these platforms has its own unique features and user base, and they can be used for a variety of purposes depending on individual needs and preferences.

Here is a breakdown of popular social media platforms and their primary purpose:

  1. Facebook: A general social networking platform that allows users to connect with friends and family, share photos and updates, join groups and events, and follow pages of their interests.
  2. Instagram: A photo and video-sharing platform that focuses on visual content. It allows users to share photos and videos, follow other users, and interact with their content through likes, comments, and direct messages.
  3. Twitter: A micro-blogging platform that enables users to share short messages or “tweets” with their followers. It is often used for news and information sharing, real-time updates, and conversations around trending topics.
  4. TikTok: A short-form video sharing app that allows users to create and share short, entertaining videos with a global audience. It is particularly popular among young people.
  5. YouTube: A video-sharing platform that allows users to upload, share, and view videos on a wide range of topics. It is the second-largest search engine after Google and is used for entertainment, education, and marketing purposes.
  6. Snapchat: A multimedia messaging app that allows users to send photos and videos that disappear after a short time. It also features filters, lenses, and augmented reality features.
  7. WeChat/QQ: A messaging app, designed for relationship building. Users can chat with friends instantly via voice messages, texts or images. It is the top messenger app in China. QQ is an instant messaging software platform, primarily for Chinese users. It is primarily used for online messaging, casual video and voice calls, document-sharing, and social networking.
  8. Sina Weibo: A micro-blogging platform, similar to Twitter. Although the majority of users are from China, there are users from other countries. It is used to connect with friends, keep updated on news, and share experiences.
How To Create A More Consistent Posting Schedule:

Developing a consistent posting schedule is a critical aspect of social media management but it can certainly feel daunting. Posting content regularly not only helps keep your followers engaged but also improves your social media visibility and algorithm ranking (you can use the Instagram dashboard to track followers and views to better target your efforts). Here are some tips to help you develop a more consistent posting schedule:

  1. Create a content calendar: Planning and organizing your social media content in advance can help you stay consistent. Use a calendar to map out your content ideas, topics, and publication dates for the week or month ahead. An ideal time to work on developing your content calendar could be during the summer when it is typically slower for offices.
  2. Determine the best posting times: Use analytics tools, such as the professional dashboard on Instagram, to better understand when your followers are most active and engaged on social media. Based on this information, schedule your posts to be published during those times to reach the maximum number of students.
  3. Repurpose content: You don’t always have to create new content from scratch. Repurpose your existing content into different formats like videos, images, or infographics helps keep your feed fresh and saves time.
  4. Automate your posts: Use social media management tools to automate your posts and schedule them in advance. This allows you to post consistently without spending all day on social media. Instagram allows you to schedule posts now in advance. Here are instructions on how to schedule your posts for Instagram.
  5. Use a variety of content types: Mix up your content with a variety of formats like videos, images, text posts, stories, and polls to keep your students engaged and interested in your content.
  6. Monitor your results: Keep track of your social media analytics to understand which posts are performing well and adjust your posting schedule accordingly.

By implementing these tips, you can develop a consistent posting schedule that will help you grow your social media presence and engage with your students more effectively.

Conclusion:

In conclusion, social media has become an essential component of our modern-day lives and its impact on higher education has been profound, especially in the context of international student engagement. Universities worldwide have realized the potential of social media to connect international students with their peers, professors, and the wider university community, enabling them to stay connected with their home countries while fostering new connections and friendships. As social media usage continues to rise, it has become an indispensable tool for international student engagement, providing opportunities for cultural exchange, academic collaboration, and skill-building. By leveraging social media to its full potential, higher education institutions can build stronger relationships with their international student communities and enhance the student experience on campus.

Quick takeaways:

  1. Determine Your Platforms Remember, quality NOT quantity. Choose 1-2 platforms where your student and scholar population spend the most time and where you can accomplish your social media objectives.
  2. Build Your Audience Use large events or key points of the year such as orientation or International Education Week to host social media challenges that encourage your student and scholar population to follow and engage with your account.
  3. Post Consistently Social media is all about engagement. If you don’t keep a consistent posting schedule with engaging content, the algorithm will be less likely to push your content to your target audience.
  4. Capitalize on social media platforms Work smarter not harder in determining which platform will work best for your student population.

References

Blankenship, M. (2011). How social media can and should impact higher education. The Education Digest, 76(7), p.39-42.

Carbone, B. (2020, November 20). Social Media Marketing to College Students – A Complete Guide. CampusSolutions. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html.

Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L. & Turney, L. (2011). Higher education and emerging technologies: student usage, preferences and lessons for library services. Reference & User Services Quarterly, 50(4), p. 380-391.

Chan, W. & Leung, A. (2010). Use of Social Network Sites for Communication Among Health Professionals: Systematic Review. J Med Internet Res, 20(3), pg. 117.

Chen, C.Y., Pedersen, S., & Murphy, K.L. (2012). The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication. Instructional Science, 40(2), p. 325-349.

Duggan, M., Ellison, N. B., Lampe, C., Lenhart, A., & Madden, M. (2016). Social media update 2014, http://www.pewinternet.org/files/2015/01/PI_SocialMediaUpdate20144.pdf.

Fırat, M. (2017). Relationship between self-control and Facebook use: case of CEIT students. Education Sciences: Theory and Practices, 17(4), p. 1051-1073.

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, p. 1-9.

Kaplan, A. & Haenlein, M. (2010). Users of the World, Unite! The Challenges and Opportunities of Social Media. Business Horizons, 53(1), p. 9–68.

Lambić, D. (2016). Correlation between Facebook use for educational purposes and academic performance of students. Computers in Human Behavior, 61, pg. 313–320. 

Lu, J., Hao, Q., & Jing, M. (2016). Consuming, sharing, and creating content: how young students use new social media in and outside school. Computers in Human Behavior, 64, p. 55-64.

Selwyn, N. (2009). Faceworking: Exploring students’ educational-related use of Facebook. Learning, Media and Technology, 34(2), p. 157–174. 

Williams, D. L., Crittenden, V. L., Keo, T., & McCarty, P. (2012). The use of social media: an exploratory study of uses among digital natives. Journal of Public Affairs, 12(2), p. 127-136.

Zhu, Y. & Houn-Gee, C. (2015). Social Media and Human NeedSatisfaction: Implications for Social Media Marketing. Business Hori-zons, 58(3), p. 335–45.54.

Designing and Implementing Inclusive Identity-Based Study Abroad Mentorship

by | Apr 19, 2023 | Education Abroad Resources, International Students, Marketing & Recruitment, Support & Advising, Support Advising

Designing and Implementing Inclusive Identity-Based Study Abroad Mentorship

Recording from live session on April 19, 2023

The goal of the session is to provide insight into different methods of mentorship for education abroad and how to apply it in an inclusive manner. In the session attendees will:

  • Learn about current research in mentorship in education abroad
  • Understand identity frameworks and considerations in mentorship
  • Consider methods of enhancing current institution’s offerings/mentorships

Presenters:

  • Courtney Kroll |Associate Director of Study Abroad, University of Washington Tacoma
  • Anna Biuso | Assistant Director, Education Abroad, University at Buffalo (SUNY)
  • Stephanie Ramin |Assistant Director of Study Abroad and Exchange Programs, St. Mary’s University
  • Caitlin Hatz | Director of Off-Campus Programs, St. Lawrence University
    Download Presentation

    State-Level Policy & Legislative Action to Restrict Diversity, Equity, and Inclusion | Town Hall

    by | Apr 14, 2023 | Education Abroad Resources, Fundamentals

    Virtual Town Hall on State-Level Policy & Legislative Action to Restrict Diversity, Equity, and Inclusion

    Recorded Live on April 14, 2023

    In this thought-provoking discussion the growing trend of state-level policy and legislative action aimed at restricting diversity, equity, and inclusion (DEI) efforts is discussed. From bans on critical race theory in classrooms to limitations on diversity training for government employees, the conversation explores the implications of these actions for marginalized communities and the future of social justice in the United States. Tune in for a deep dive into this complex and controversial issue.

    As you watch the recorded discussion you may review the presentation slides. After watching, we encourage you to complete the US DEI Legislation worksheet and share it with colleagues in efforts to create forward-thinking solutions to the combat the implications posed by this challenge.

     

    Staff Retention in International Education: Lessons Learned from Those Who Left

    Staff Retention in International Education: Lessons Learned from Those Who Left

    by | Apr 13, 2023 | Articles, Career Advancement Resources, Professional Development

    April 13, 2023

    SUMMARY:

    International education has long faced a staff retention challenge. Even pre-pandemic, the turnover rate within international education offices and organizations was high relative to other fields. The COVID-19 pandemic exacerbated this issue and facilitated an exodus of experienced staff which continues today. In an attempt to better understand the experiences of those who left the field, we spoke with a number of colleagues who switched careers between 2020 and 2023. A common set of questions was posed to each respondent. This article describes the common themes that emerged from the analysis of their responses. This article was developed by the 2022-2023 Global Inclusion Community Practice on Career Advancement & Belonging.

    AUTHORS:

    • Ashley Bayman | Global Learning Coordinator and Advisor, University of California Santa Cruz
    • Adam Freed | Global Engagement Program Manager, University of Michigan School of Information
    • Ofelia Hernandez | Education Abroad Advisor, University of the Pacific

    In June 2022, the 21-22 Diversity Abroad Career Advancement and Belonging Task Force published an article sharing the results of a survey that explored employee burnout in international education (IE). Responses from the survey revealed that departures from the field were a consequence of burnout, low staffing to address workload, budgetary constraints, and insufficient compensation. To expand on this research, the 22-23 Diversity Abroad Career Advancement & Belonging Community of Practice wanted to further investigate what the IE field can do to improve our retention efforts by learning lessons from those who left. As such, we interviewed three professionals who transitioned out of IE between 2020 and 2023. To maintain anonymity, we will refer to our interviewees as Respondent #1, Respondent #2, and Respondent #3.

    What was your previous role and responsibilities and what are your current role and responsibilities?

    Respondents #1 and #2 both worked in university relations where they managed partner relationships at international education organizations (IEOs). Similarly, they both transitioned to educational technology (ed tech). In this new field, Respondent #1 works in client management and partner success which they describe as the same overarching idea [from their previous role] but they serve partners in a different capacity. Respondent #3 previously worked at an institution of higher education as an advisor and now works at a software product company where they manage a caseload of clients on best strategies for using their software platform.

    Why did you decide to transition from IE into your current industry?

    Respondents #1 and #2 were not actively looking to leave IE. Respondent #1 was approached by their current company directly. Respondent #2 was laid off at the start of the pandemic. The decision to transition came from a need for a job during a time when there were not many jobs in IE available. Both saw that their skillset could be applied elsewhere but wanted to stay in an environment where they could make an impact in students’ lives. Inversely, Respondent #3 was actively looking for other opportunities outside of IE in order to achieve a healthier work-life balance.

    What factors played into any discontent you had in your previous IE role?

    All three respondents shared that they were discontent in their roles as a result of burnout, inadequate staffing, and insufficient resources. Respondents #1 and #2 further emphasized that low compensation compounded with work fatigue was not sustainable in the long run. Respondent #3 added that their work culture did not provide ample support to ensure staff had a healthy work-life balance.

    How long were you thinking about making the change to leave IE?

    As mentioned above, two of our interviewees were not actively looking to leave IE but various external factors including the COVID-19 pandemic, upward mobility stagnation, pay, and lack of resources contributed to their ultimate departure. Respondent #2 noted that they were with their former IE employer for a year and a half when the coronavirus pandemic caused widespread layoffs at their organization. While they were not thinking about making a change to leave IE, the final decision to do so as they were looking for new employment felt necessary. Respondent #1 shared that they knew for a long time of the issues that could impact their ability to stay in the field including wages, upward mobility, and insufficient resources, notwithstanding, they were committed to their IE organization and the IE field conceptually. They always knew that they needed to transition in order to grow professionally, but after five years in the field, they didn’t know what their next career move would be. When they were recruited by an educational tech organization to join their company, they began to envision a new career path in which they could still positively impact students. One thing they still contemplate is: “If I would have stayed [in IE] could I have been the precipice for change in my organization? At what point do you call it?”

    In what ways are you fulfilled in your role now that you didn’t get in your IE role(s)?

    Our interviewees identified the following themes for ways they are fulfilled in their roles outside of IE: career advancement, more remote work opportunities, less bureaucracy to navigate, more chances to be innovative and creative, work-life balance, job security, and finally, more professional development experiences. Respondent #2 shared, “I feel more secure in my new role which is something that I valued looking to leave IE with the circumstances I was under; there is a clearer path for growth, professional development, and career advancement in an industry with a lot of different companies, positions, and opportunities; I get to spend more time at home with my pets and partner; and while I still mostly work remotely, I have coworkers I can connect with in person.”  In addition, Respondent #1 stated that in working in a start-up environment, leadership empowers staff to come up with ideas and execute them. Now, they are able to generate an idea and see it all the way through. They are also able to call their CEO directly and express concerns to which the head of the company will then provide resources. As such, they have been able to flex their creative muscle and receive support in their innovative thinking. This kind of work culture trickles down to all employees and everyone adapts to that entrepreneurial mindset. Whereas, in IE and especially higher education, it is very bureaucratic and linear.

    What do you miss from the IE field that you don’t get to do anymore?

    When asked what interviewees miss from IE, all unanimously shared that they miss working with people who are passionate about the work international educators do. Other areas include: working and speaking with students directly, the hands-on nature of IE work over technical work, sharing and reflecting on their own experiences studying abroad, and the ethos of why people work in the field. Specifically, Respondent #3 emphasized that “[I miss] the ethos of why people work in [international education] and people feeling connected to the meaning of their work in higher education. [I] don’t have that in tech.” Respondent #1 further stated that in their current job in educational tech, they do virtual programming and they are more removed from the student experience. They reiterated that their work in IE gave them a lot of joy and that they appreciated being able to witness how that work impacted students. On the staff side of things, they miss working with individuals who are sacrificing a lot but are passionate about student outcomes and transforming students’ lives.

    Would you consider coming back to the field? What would have to change for you to do that?

    Though respondents reported mixed feelings about their interest in returning to the field, it was clear that all three remain passionate about international education. Respondents stipulated that while they remain open to the possibility, the field would need to improve in some key areas, including (but not limited to) staff compensation, work-life balance, organizational structure and vision for growth, job security, innovation, increased and diversified positions/ responsibilities, use of technology, career paths, and access to professional development opportunities.

    What would you recommend that the field can do better in helping those who are struggling in their career?

    Respondents also identified other areas in which the field can improve. Common points revolved around support for young professionals such as mentorship opportunities, more competitive compensation on par with similar fields, clearer pathways for growth and promotion, and improved management. In addition, Respondent #2 shared that it is important to provide staff with opportunities they can look forward to and to nurture staff strengths.

    What tips or advice can you give those IE professionals who are thinking about a career change or advancement?

    When prompted to give tips to IE professionals considering a career change or advancement, there was a strong theme of highlighting transferable skills and being clear about expectations with potential employers. Specifically, those considering a career change should focus on what aspects of their current role make them happy and find positions that may offer related experiences. For example, if staying globally minded and working with globally-minded people is important, prioritize that when applying and interviewing with new companies. Respondents also emphasized the value of leveraging personal and professional networks to find new roles and opportunities.

    Conclusion

    Based on our interviewee’s responses, we found some useful tips and advice for those who are considering a career change or advancement:

    1. Prioritize work that will provide personal and professional fulfillment.
    2. Identify transferable skills you’ve developed.
    3. Leverage your professional network.
    4. Build a professional support system.
    5. Focus on opportunities that will help you grow as a globally-minded practitioner.

    Although this article provides anecdotal evidence for why a few of our colleagues made the decision to transition careers, we hope all international educators, especially those in leadership positions, continue to investigate how to improve retention efforts within IE offices and organizations. The vitality of the international education field is contingent upon our ability to retain passionate professionals who advance global learning around the world.

    Decolonizing the Curriculum within Global Learning

    by | Mar 30, 2023 | Education Abroad Resources, Faculty, Fundamentals

    Decolonizing the Curriculum within Global Learning

    March 30, 2023

    Session Description: 

    The Inclusive Learning Institute, by Diversity Abroad, convened faculty and other education professionals to explore the intersection of global engagement, diversity, equity, and inclusion in teaching and learning. During this 3-day event, Dr. Juliana Makuchi Nfah-Abbenyi and Dr. Riyad Shahjahan engaged in a conversation about global diversity, equity, and inclusion in research, activism, and teaching that was moderated by Dr. Lily Lopéz-McGee.

    Guest Speakers:
    • Dr. Juliana Makuchi Nfah-Abbenyi | Associate Dean of Diversity, Equity, and Inclusion of the College of Humanities and Social Sciences, NC State University
    • Dr. Riyad Shahjahan | Associate Professor and Program Coordinator for the Online Master’s program of Higher, Adult, and Lifelong Education (HALE), Michigan State University

    Moderator

    • Dr. Lily Lopéz-McGee | Executive Director, Diversity Abroad