International Students' Perceptions of Enrollment Support Services at Andrews University: An Analysis of 2021-2024 Data

Problem Enrollment services are crucial in shaping students' early experiences by guiding them through complex administrative processes and facilitating their adjustment to the higher education environment. Research indicates that the quality of these services significantly impacts students' first impressions, engagement, and overall satisfaction with their educational journey. However, a gap exists in research specifically focused on how enrollment services affect the experiences of international students navigating higher education. This study examines international students' perceptions regarding enrollment services at Andrews University from 2021 to 2024. It aims to identify the key factors that influence international student enrollment data, evaluate their perceptions of service quality, assess the correlation between various aspects of these services and student satisfaction, and explore how these dimensions shape students' experiences with communication throughout the enrollment process. Insights from this research can help universities develop targeted, data-driven improvements to their services, supporting enrollment growth, student retention, and enhancing global competitiveness. Method This research adopted a quantitative, descriptive, non-experimental, and correlational approach, utilizing secondary data to explore international students' perceptions of enrollment services at Andrews University between 2021 and 2024. Pearson correlation analysis assessed the strength and direction of relationships between variables. An exploratory factor analysis (EFA) was conducted to identify the underlying factor structure of the enrollment service dimensions. Additionally, linear regression (LR) was used to evaluate how these variables predicted international students' satisfaction with enrollment services. Results Exploratory factor analysis supported a two-factor model (Administrative and Support Services and Communication and Information Services), showing strong internal consistency (Cronbach's α = .934 and .946; McDonald's ω = .936 and .947) and excellent reliability for the overall scale (α = .964, ω = .965). These two factors accounted for 64.2% of the total variance. Descriptive results showed that students reported moderately high satisfaction across both domains, with slightly higher ratings for Communication and Information Services (M = 3.85, SD = 0.84) compared to Administrative and Support Services (M = 3.79, SD = 0.95). Academic Advising (M = 4.14, SD = 1.04) and the Admission Process (M = 4.00, SD = 1.11) received the highest satisfaction scores among individual service items. Conversely, Financial Aid Self-Service Banner (M = 3.55, SD = 1.17) and Live Chat (M = 3.62, SD = 1.14) were rated lower. Correlation analysis revealed a strong positive relationship between the two factors (r = .807, p < .001), suggesting that students who evaluated communication services more favorably also tended to be more satisfied with administrative services. Furthermore, linear regression analysis confirmed that Administrative and Support Services significantly predicted perceptions of Communication and Information Services, accounting for 65% of the variance (R² = .650, F(1, 491) = 913.693, p < .001). The predictor was statistically significant (β = .807, t = 30.227, p < .001), with diagnostic checks indicating no issues with multicollinearity or autocorrelation and residuals falling within acceptable limits. Conclusions This investigation supports an integrated theoretical model examining international student enrollment experiences at Andrews University through the interconnected lens of service quality, satisfaction, and communication effectiveness. The study identified a two-factor service structure, Administrative and Support Services, and Communication and Information Services, offering institutions a systematic framework for assessment and targeted improvement. Findings indicate that Andrews University demonstrates average to adequate performance in meeting international student expectations across most service dimensions. However, the study highlighted some low rates, particularly in Financial Aid and Live Chat services. Addressing these gaps is essential to improving the overall international student experience. The research also established a predictive relationship between administrative service quality and communication effectiveness. This relationship demonstrates that quality service delivery directly influences student perceptions of institutional communication efforts, reinforcing the theoretical perspective that service components are interdependent rather than isolated variables in shaping student satisfaction. These findings align with existing literature emphasizing the need for continuous institutional assessment and refinement of international student support systems. Ultimately, the study guides higher education administrators to develop comprehensive, integrated support frameworks that enhance student success outcomes and institutional effectiveness in serving diverse international student populations.