¿Cuáles son las estrategias efectivas para retener a los estudiantes internacionales en los programas de educación superior?

Actually I disagree with a method that is non inclusive. Tertiary studies cater for both the in-service and pre-service students. Pre-service are those who enter the university, after secondary schooling, whereas the in-service trainning, is meant for those, who are already employed. These are the categories of studies, that reflects the challenges, in creating a knowledge based society and the need to mitigate and enhance power.

In higher education, one of the developments of recent decades is the very high mobility of students, who follow curricula that can be highly differentiated. Many students spend a year in a foreign university, trying to get a double degree... In these circumstances, it is essential to adopt very flexible curricula, as classes are much less homogeneous than before. Such flexibility also allows courses to be adapted to learners in continuing or vocational education. Under these conditions, curriculum must be aimed at learners with a wide range of skills, with initial modules enabling everyone to reach the level required to be able to follow the main course.

It include the establishment of comprehensive cultural support services and mentorship programs to help them adapt to the environment. Language support services should be provided to enhance English proficiency, and communitybuilding initiatives, such as social events and clubs, should encourage cross-cultural interactions. Academic and career support services tailored to international students' needs, flexible policies, and regular checkins to gather feedback contribute to a positive experience. Additionally, ensuring access to health and wellbeing resources, financial aid, scholarships, and legal and immigration support further enhances the overall support system, fostering a sense of belonging and contributing to higher retention rates.

One thing I have found helpful, is to to involve by actively participating, with the populace, whose medium of instruction, you are engaged with, in learning. For example, to understand the Hindi lingo and culture, it is important to pursue such scholastic interest in studies, whilst being in India. Similarly in countries where the first lingo of communication is English, it is much easier to understand their worldviews, both in verbal and non verbal, whilst pursuing studies in these countries. The students learning centre, provides various support services, in both the written and spoken language communication.

An example I have seen, to promote and encourage integration, is through cross cultural programmes. The creative and performing arts, are better cohersed and pursued, via integration and distinct method. Some colleges and universities organize such large scale extravaganza, through college and open days. Students and staff showcase and demonstrate their expertise, through such symposiums and programmes. For example, a fine display of the cannibalistic folk and costumes, signifies the postmodern characteristics, of ancestral foraging, attiring and gathering skills.

Provide positive reinforcement, to motivate students. This is done through presenting them with awards, prizes, gifts and accolades of decorated titles etc, etc. Most of the honorary titles are achieved and provided in the public spaces, to signify claims of civic and civil ownership and appropriation, rended to such individuals. They are given to reinforce a sense of purpose, belonging, commitment, honor and trust, due to their outstanding, and meritorious achievements. "There goes our son and daughter, to receive an award of honor". Achievements are celebrated, to show reciprocity and gratitude, to the wider spectrum of the stakeholders too and without whose rendered support, the existence of the institution itself, would be meaningless.

Retention of the international students, must be a two way process. In fact both the agency involved and the student themselves, ought to know the reason, for being retained. Sometimes an extraterritorial partnership is involved, to the students retention. At the global level, it should be reflective of the gestures of good will, determination, tireless efforts, perseverance, honesty, credibility and other hidden good qualities. Some students work really hard, to achieve and get recognised, for their achievements. Rewards given must also signify, their commitment to upholding civil liability, liberty, principles and values. Apparently by informing them, of the need to retain them, provides them with the much positive impact and vigor.

Creating a supportive international student community entails fostering a sense of belonging and appreciation, recognising the multifaceted challenges they face beyond academics. It's crucial to go beyond giving them knowledge and also focus on cultivating the essential soft skills necessary for both personal and professional growth. Additionally, fostering partnerships with international students allows institutions to benefit from their diverse cultural experiences, enriching the overall educational environment.

One of the most striking paradoxes within the global higher education system is the predominant evaluation of teachers based on research publications rather than the quality of their teaching. Consequently, the primary qualification for teaching at the international level today is not pedagogical competence but rather scientific reputation. To attract high-caliber international students, emphasis must be placed on enhancing scientific reputation. I'm not asserting that this is a positive development, but it reflects the current reality.