Leveraging Program Administrators to Advance Institutional Strategy

Corinne Whitney, Georgian College, Barrie, Ontario, Canada

1. What were the first signs that funding and enrolment changes were going to have a significant impact on English for Academic Purposes (EAP) programs at your institution, and how did you respond as a program administrator?

We were already seeing signs of softening enrolment before COVID. Some long-standing partner groups that had historically visited twice per year were scaling back to a single intake, and several traditional source markets were becoming less productive than they had been in previous years. At the same time, increased competition within the English language and international education sectors meant institutions were competing more for a shrinking pool of learners, further intensifying enrolment pressures.

COVID significantly accelerated and amplified those trends. Beyond the immediate impact on international mobility, it changed how learners accessed and engaged with education, accelerating the adoption of online and hybrid models and reshaping student expectations. It was a major catalyst for many of the enrolment challenges and shifts in demand that continue to influence the sector today.

It would also be impossible to discuss this issue without acknowledging the impact of government policy changes. Shifts in immigration and international education policy have had far-reaching effects on recruitment, student mobility, and overall demand for English language programming.

As a program administrator, my focus was on proactively identifying new opportunities, strengthening partnerships with like-minded academic institutions and language training organizations, and working closely with the International Recruitment team to diversify recruitment channels and program offerings. We began exploring opportunities closer to home, recognizing the potential of Canada's growing newcomer population and the important role language learning plays in supporting integration, employment, and further education. Throughout, our goal was to ensure programming remained responsive to evolving learner expectations and market needs.

2. What unique skills and expertise do EAP administrators bring to an institution when programs are suspended or reduced?

EAP administrators are deeply connected to their learners. Through the nature of our work, we develop a nuanced understanding of the student experience and the challenges language learners face as they navigate a new educational system, culture, and often a new country. As one of the first points of contact for many international and multilingual learners, we often support students from recruitment and registration through to graduation. As a result, we gain valuable insight into how students experience the institution and where barriers or opportunities exist across the college ecosystem.

We can be a valuable resource to faculty and staff across the institution. EAP professionals develop expertise in supporting English language learners and can help colleagues adapt teaching practices, learning materials, and student supports to better meet the needs of increasingly diverse classrooms.

We bring a strong sense of empathy and learner advocacy. We hear firsthand the stories, aspirations, and challenges of learners who have invested significant time, resources, and personal sacrifice in pursuing education in Canada. This perspective helps ensure that decisions are considered not only from an operational standpoint, but also through the lens of student impact and belonging.

3. How can colleges leverage the experience of EAP leaders to strengthen institutional resilience during periods of financial and organizational change?

EAP leaders bring a uniquely learner-centered perspective. We spend a great deal of time understanding student motivations, barriers, and support needs, which can help institutions make more informed decisions during periods of change. Because EAP professionals work closely with learners as they transition into post-secondary education, we often have valuable insights into student readiness, retention challenges, and opportunities to improve the overall student experience.

EAP leaders also bring a strong inclusion lens. They are often skilled at identifying barriers that may not be immediately visible to others and can help institutions build more accessible, welcoming, and supportive learning environments.

4. Can you share examples of how former EAP administrators have contributed to other areas of the college, such as student success, international education, pathway development, or academic support?

One example that I am particularly proud of is the establishment of the Language Help Centre at Georgian College. Created in September 2018 with seed funding from the International Department, it began as a targeted support service for international students who were struggling with the mechanics of English language writing. Today, it has evolved into a college-wide academic support service available to all students who require assistance with communication, academic writing, and language development.

The idea emerged from my experience as an EAP faculty member and coordinator. I observed that language learners were seeking support through the Writing Centre, but their needs often fell outside the Centre's mandate. I proposed a complementary service that would focus specifically on language development while working collaboratively alongside the Writing Centre. That partnership continues today and has created a more comprehensive support system for students.

For me, this is a strong example of how EAP expertise can contribute far beyond the classroom. What began as a response to the needs of language learners has grown into a college-wide support hub that promotes student success, academic integrity, inclusion, and student engagement across the institution.

5. What lessons have you learned about leadership, adaptability, and change management through the challenges facing EAP programs?

I feel like I am always in a state of learning when it comes to leadership, adaptability, and change management. One of the realities of working in EAP is that change is constant. Throughout my career, EAP programs have often operated differently from traditional post-secondary programming. As an example, our offerings may run for seven, ten, or twelve weeks rather than following a standard academic semester model, which means adaptability, creativity, and problem-solving are built into our work. Learning how to navigate systems while finding ways to meet the needs of learners and institutional stakeholders has become part of our professional DNA.

One important leadership lesson I have learned is the importance of understanding the broader ecosystem in which you work. Effective leaders take the time to understand the needs, priorities, and pressures of different stakeholders, so they can identify opportunities, build partnerships, and contribute solutions. The more you understand how the institution operates, the better positioned you are to support meaningful change and help others navigate it.

The challenges facing EAP programs have also reinforced the importance of resilience and innovation. During periods of significant pressure, whether driven by market shifts, government policy changes, or evolving learner expectations, leaders must focus on possibilities rather than obstacles. Adaptability is not simply about responding to change; it is about anticipating it, looking for new opportunities, and finding ways to move forward even when the path is uncertain.

Perhaps the most significant lesson I have learned is the value of relationships. At the heart of meaningful leadership are the connections we build with students, colleagues, community partners, and industry stakeholders. My recent transition into a business development role has not disconnected me from my EAP work. Rather, it has shown me how valuable those relationships are and how they can evolve into new opportunities, partnerships, and ways of working. The trust and connections built over time often become the foundation that allows organizations and individuals to successfully navigate change.

6. Looking ahead, what strategies should colleges consider to preserve EAP expertise and maintain pathways for multilingual learners, even in a more constrained funding environment?

Broaden the role of EAP expertise beyond traditional EAP programming. Colleges should recognize that language support is not only relevant to international students enrolled in EAP pathways. EAP professionals bring expertise in academic communication, learner support, academic integrity, accessibility, and student success that can benefit the broader college community.

Expand support for multilingual learners across the institution. Colleges may wish to consider how language support can be embedded more intentionally within student success strategies, recognizing that academic communication, writing, and language development are relevant to many learner populations, not solely those enrolled in EAP programs. By viewing language support as a student success strategy rather than solely an international education strategy, institutions can extend the impact of EAP expertise while serving a broader range of learners.

Build partnerships and diversify pathways. The future of language programming will likely require greater flexibility and collaboration than ever before. EAP leaders can help colleges reimagine how language programming is delivered. Their experience designing flexible, learner-centered programs positions them well to explore shorter-format offerings, stackable learning opportunities, workforce-focused language training, and English for Specific Purposes (ESP) programs that support employment, professional advancement, and sector-specific communication needs.

Diversifying pathways and program models can help institutions respond to changing market conditions while ensuring multilingual learners continue to have accessible routes into post-secondary education and workforce development opportunities. The institutions that will be most resilient are those that remain adaptable, learner-focused, and willing to explore new approaches to meeting evolving community and market needs.

7. What gives you hope for the future of EAP in Ontario and across Canada?

What gives me hope are the colleagues, educators, and industry partners I have the privilege of working with every day. During some of the most challenging periods our sector has faced, I have witnessed remarkable innovation, creativity, and resilience from individuals and institutions committed to supporting language learners.

I have also observed a renewed sense of collegiality and collaboration across the sector. Organizations that may once have operated more independently are increasingly sharing ideas, exploring partnerships, and working together to navigate common challenges. That spirit of collaboration gives me confidence that there is a way forward. This is not to suggest that the road ahead will be easy. The language education sector has experienced significant disruption and continues to face uncertainty. However, what remains unchanged is the willingness, determination, and openness of people in our field to adapt, evolve, and explore new possibilities.

Corinne Whitney is the Global Business Development Manager, Language and Specialized Programs for Georgian Global at Georgian College in Ontario, Canada.