Exploring the perception of value associated with ESL programs during times of unanticipated crises and the role that value plays in decision-making by higher education administrators

MacKechnie, Ruth K. Academic English as a Second Language (ESL) programs bring financial, academic, and social advantages to higher education institutions; however, these benefits are not always obvious to decision-making administrators. IEP/ESL programs recruit overseas students who pay full international fees over years of language and matriculated course study, and these programs also enhance student retention within degree education. IEP/ESL programs open doors to further education for immigrant and resident students, bring diversity to departments and campuses, facilitate the integration of immigrants into American society, and empower learners through pastoral support. However, since 2015, many ESL programs located in institutions of higher learning have been closed; these closures increased after the COVID-19 pandemic began. The purpose of this research was to investigate the reasons behind the closures of ESL programs and to gauge the perception of value which administrators in higher education hold with regard to these language programs. There were three goals for this qualitative phenomenological study: 1) to examine IEP/ESL language programs and the adaptations that were implemented during different times of unanticipated crises; 2) to gain an understanding of the value associated with these programs; and 3) to provide suggestions for future best practices to support the instructors and the programs. The study involved interviews with six participants within the field: two administrators, two practitioners, and two administrator-practitioners. Findings revealed that IEP/ESL programs are valued by higher education administrators, and there are effective strategies which when implemented, can sustain these programs at times of uncertainty. Supportive approaches include integrating programs more closely within institutions and encouraging new program models which assist students already enrolled in degree programs. These findings can provide administrators, faculty, staff, and advisors with effective and 4 connective strategies that can sustain IEP/ESL programs at times of difficulty. ESL programs contribute to institutional success and are an integral part of the global academic future.

Grantor dc:publisher

Alverno College

Year dc:date

2022

Author dc:creator

• MacKechnie, Ruth K.

• IEP/ESL programs
• Education, Higher
• Administrators
• Decision-makers
• Internationals
• Residents
• Student enrollment
• COVID-19 Pandemic, 2020-
• Closures
• Students, Foreign
• English language--Study and teaching (Higher)

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/266

OAI identifier oai:identifier

oai:alverno.omeka.net:266