Abstract

The social, political, and economic history of intensive English programs indicate that intensive English programs are valuable components for many universities. These programs support cross-cultural learning and higher education budgets. The authors explain how the inclusion develops partnerships, which are beneficial to administrators and policymakers, in addition to providing an overview about the issues which have led to criticisms of the partnerships. This educative history seeks to address how policymakers and entrepreneurs work together with educators in order to develop and produce beneficial outcomes for both students and institutions that will make the process of educating international students a strong enterprise in the future.