After a long day of discussion, participants were asked to put forth some recommendations addressing these challenges. See the list below:

*Note that these were outcomes from the conference dialogue and do not reflect decisions made by the U.S. Embassy.

1. Ensure High-Level Leadership Support for Study Abroad by Government and Universities:

High-level leadership by government and at universities is needed to raise the profile of study abroad generally. More specifically, leadership needs to focus on the importance and benefits of studying in China. Chinese and American students need to recognize how study abroad experiences develop important career skills. Students need to feel that study in China is “do-able” and can enhance their future career and life.

Government should expand its support and identify new innovative ways to encourage and promote China as a study abroad destination. The U.S. government could demonstrate study abroad in China is a priority by convening more events, producing statements by high- level speakers, and encouraging the private sector to provide financial support.

2. Strengthen Marketing on U.S. campuses and Prepare Students Early:

Increased in-reach and marketing on U.S. campuses is necessary to increase study abroad to China. Early marketing is key to ensure larger numbers of American students study abroad in China in the future. One such effort is the One Million Strong initiative, which seeks to expand to one million the number of U.S. K-12 students learning Mandarin by 2020. The initiative will build a pipeline of future students with facility in the language.

Beyond expanding Mandarin language skills among students, U.S. faculty and administrators need to understand opportunities in China so they can promote them more effectively on campuses. In order to motivate students, marketing efforts should more explicitly demonstrate the career and life benefits study abroad affords in general, and specifically to China. Study abroad promotion should focus on the leadership and transferable career skills that are not only tailored to China, but to global work competencies. Both the study abroad and academic advisers need to be involved in this process.

3. Adjust Study Abroad Curricula to Match Millennial Needs:

Education providers should consider adjusting their curricula to accommodate the needs and desires of “millennial” students. Transfer credits should ideally be applicable to the students’ major or minor, or other degree requirements, and not just transfer as “elective credit”. This includes greater collaboration among administrators and faculty and among government and institutions aimed at developing relevant curriculum and sharing course information with U.S. students.

4. Engage Alumni:

Alumni of study abroad programs should be better utilized to engage potential students in recruitment efforts and for career mentoring.

5. Broaden Scholarship Flexibility and Public-Private Engagement:

Scholarships, particularly Chinese government scholarships, should be more flexible and public-private partnerships that support study abroad should be encouraged.

6. Deepen Research of American Perceptions Towards China Study:

Further research should be conducted to develop an in-depth and focused understanding of American student perspectives on study in China, and include both U.S. and Chinese educational institutions.

The study should determine if these institutions have structural supports or challenges, such as financial conflicts of interest against study abroad. A survey could be conducted to examine the reasons behind a student’s choice of not studying abroad in China.

7. Develop a Comprehensive Online Resource:

The development of an e-based means of consolidating information on study abroad opportunities in China that serves students, American and Chinese service providers, U.S. and Chinese governments, and U.S. and Chinese educational institutions could streamline the process.