Institutional Global Footprints and International Enrollment Trends

Editors:

Dr. Tian Qin
Trinity University, San Antonio, TX
Email: vtianqin@trinity.edu 

Dr. Patriece Campbell-Palmer
University of Louisville, Kentucky
Email: p0camp03@louisville.edu 

Dr. Sairagul Matikeeva-Kinney
University of North Georgia
email: sairagul.matikeeva-kinney@ung.edu

Special Issue on Institutional Global Footprints and International Enrollment Trends in the Post-Pandemic AI Era: Implications and Impacts

The socio-political climate and global pandemic have significantly impacted international students' decisions to pursue education in the United States. Between fall 2015 and fall 2020, new international enrollments in U.S. institutions dropped by over 50% (IIE, 2024). Scholars like Ritter and Roth (2021) have highlighted the potential long-term consequences of this decline, emphasizing that continued reductions in international student enrollments could lead to irreversible fiscal and intellectual losses for American higher education institutions. As the post-pandemic era unfolds, institutions are experiencing a recovery in enrollment numbers, yet uncertainties remain.

Recent studies have underscored the evolving dynamics of higher education in the post-pandemic world. For instance, research conducted by Woldegiorgis (2024) explores how internationalization strategies in South African higher education institutions are adapting to the new global context. Similarly, Rao (2024) discusses the transformative effects of the pandemic on medical education, highlighting the global shifts in training and student mobility. These insights align with findings from Arredondo-Trapero et al. (2024), who examine how universities worldwide enhance their competitiveness and quality in the post-pandemic era.

Given these trends, scholars and practitioners must share strategies that have been effective in stabilizing and diversifying the international student application pool. Contributions should also explore the broader academic and financial impacts of current enrollment trends, institutional support systems for international students, and initiatives to increase new international student numbers. This special issue aims to provide a comprehensive overview of how institutions navigate these challenges and opportunities in the post-pandemic landscape.

The post-pandemic era has brought to light the significant challenges faced by international students, particularly concerning equity, diversity, and inclusion (EDI) within higher education institutions. The structural barriers and discriminatory practices that international students encounter have been exacerbated by the COVID-19 pandemic, leading to heightened psychological distress and a sense of exclusion (Xiong et al., 2024; Tavares, 2024). Research indicates that international students often face unique challenges, including perceived discrimination, cultural adjustment issues, and unequal access to resources, which can significantly impact their academic and social experiences (Mbous, Mohamed, & Rudisill, 2024; Gao et al., 2024).

This project aims to explore and address these challenges by investigating the lived experiences of international students in the context of EDI. By examining the intersection of these factors, the project seeks to contribute to developing more inclusive practices and policies that support the well-being and success of international students in higher education. Scholars and practitioners are invited to contribute research and insights that explore these critical issues, propose solutions, and highlight best practices in fostering an inclusive and supportive environment for international students.

Suggested Areas for Authors:

  1. Current Enrollment Trends for International Students: Analysis of recent data on international student enrollments; Case studies of institutions with successful enrollment strategies.

  2. Best Practices in Admissions Offices and International Centers: Innovative recruitment and retention strategies; Effective use of AI technology and virtual engagement.

  3. Impact of the Global Pandemic on International Students: Changes in student mobility and preferences; Long-term effects of the pandemic on international education.

  4. Institutional Support for International Students: Student affairs programs tailored for international students; Mental health and wellness initiatives.

  5. Challenges Faced by International Students: Push factors in host countries that deter international students; Policy changes and their implications.

  6. Strategies to Build International Partnerships: Collaborative programs and joint ventures; Cross-border research initiatives.

  7. International Students’ Path to Becoming International Scholars: Career development and academic support; Barriers and opportunities in academic progression.

  8. AI and Technology in International Education: AI-driven solutions for international enrollment management; Technology-enabled language immersion programs and outcomes.

  9. Global Competence and Intercultural Communication: Strategies to foster global competence in academic curricula; Developing psychological resilience in a multicultural context.

  10. Immigration Politics, Policy, and Support Services: Impact of immigration policies on international student mobility; Enhancing support services to uphold the rights of international students.

Submission Guidelines:

We consider "Research Article" (4,500-7,500 words) and "Research Briefs" (within 2,000 words) submissions that use quantitative, qualitative, and mixed methods research designs with robust data collection and rigorous data analysis. We consider quantitative submissions with strong research designs and theoretical frameworks, including longitudinal, multilevel, path, network, and spatial data analyses. We consider qualitative submissions that use critical, emerging, or more traditional genres of qualitative or post-qualitative research. Qualitative submissions must include conceptual frameworks grounded in the theoretical and empirical literature, and authors are encouraged to reflect on researcher positionalities.

Timeline for Authors

  • Submission of Abstracts (120 words): April 15, 2025
  • Full Paper Submission Deadline: Sept 15, 2025
  • Final Acceptance Notification: October 15, 2025

Abstract Submission Portal 

About the Journal of International Students:

The Journal of International Students is a leading academic publication focusing on international students' experiences and challenges. The journal provides a platform for scholars and practitioners to share research, insights, and best practices that contribute to the success and well-being of international students in higher education. The journal aims to foster a deeper understanding of the global student experience through its diverse and inclusive content.

References:

  • Arredondo-Trapero, F.G., Guerra-Leal, E.M., et al. (2024). Competitiveness, quality education, and universities: The shift to the post-pandemic world. Journal of Applied Education, Emerald.

  • Institute of International Education (IIE). (2024). Open Doors 2024: Report on International Educational Exchange. IIE Publications.

  • Rao, N.R. (2024). Globalization and medical education in a post-pandemic world. In Health of Medical Students: Supporting Wellbeing in Education.

  • Ritter, J., & Roth, A. (2021). The impact of declining international student enrollments on U.S. higher education. Journal of International Students, 11(2), 75-90.

  • Woldegiorgis, E.T. (2024). Rethinking the internationalization of higher education in South Africa in the post-pandemic era: Towards a blended future. In Journal of Higher Education in the Global South, Emerald.

  • Gao, N., Eissenstat, S.H.J., Wacha-Montes, A., & et al. (2024). The experiences and impact on wellness among international students in the United States during the COVID-19 pandemic. Journal of American College Health, Taylor & Francis.

  • Mbous, Y.P.V., Mohamed, R., & Rudisill, T.M. (2024). International students’ challenges during the COVID-19 pandemic in a university in the United States: A focus group study. Current Psychology, Springer.

  • Tavares, V. (2024). Feeling excluded: International students experience equity, diversity, and inclusion. International Journal of Inclusive Education, Taylor & Francis.

  • Xiong, Y., Parasath, P.R., Zhang, Q., & et al. (2024). International students' perceived discrimination and psychological distress during the COVID-19 pandemic. Journal of American College Health, Taylor & Francis.