Engaging Faculty in
Internationalization
Chair: Peggy Blumenthal, Senior Counselor to the President, IIE
Panelists:
•Debra Egan, Director, Scholar Program, Council for International
Exchange of Scholars, IIE
•Martin J. Finkelstein, Professor, Department of Education Leadership,
Management and Policy, Seton Hall University
•Robin Matross Helms, Manager for EducationUSA Adviser
Professional Development, IIE
•John P. Allegrante, Deputy Provost and Senior Professor of Health
Education, Columbia University
Institute of International Education
Engaging Faculty in Internationalization
March 8, 2012
Fulbright as an Engine for Campus
Internationalization
Debra Egan
Director of Scholar Programs
The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of
Educational and Cultural Affairs, is the U.S. government’s flagship international
exchange program and is supported by the people of the United States and partner
countries around the world. For more information, visit fulbright.state.gov.
The Fulbright Scholar Program is administered by CIES. CIES is a division of the
Institute of International Education.
Senator J. William Fulbright (1905-1995)
“In the long course of
history, having
people who
understand your
thought is much
greater security
than another
submarine.”
Leveraging Fulbright Scholar Programs
• Make Fulbright Scholar grants for faculty and
administrators an effective tool in implementing
your campus internationalization goals
Fulbright scholars come from a range of U.S. institutions,
with growing representation from 4-year and 2-year colleges.
Grantees represent some 500 U.S. institutions annually
Fulbright Scholars Provide Direct
Benefits to Their Home Campus
Internationalize curricula
Inspire students to study abroad
Draw foreign students
Attract visiting scholars
Encourage networking and publications
Pursue collaborative research grants
Establish exchange partnerships with
institutions worldwide
• Link the Fulbright name with the home
institution
•
•
•
•
•
•
•
Top Impacts of Returned U.S. Fulbright Scholars
When Fulbright Scholars return to the U.S., they …
Share information about host country with colleagues and students
99%
Recommend that faculty colleagues apply for Fulbright
91%
Recommend other faculty international experiences
85%
Become more aware of cultural diversity
85%
Encourage students to study abroad
80%
Incorporate their Fulbright experience into curricula or teaching methods
73%
Share information about their host country with community groups
72%
Faculty Development Results
Fulbright Scholars:
• Gather new teaching insights
• Discover new research directions
• Gain new perspectives on their discipline
• Establish long-term professional
relationships with international
colleagues
Faculty Impact on Study Abroad Participation
• National Survey of Student Engagement
found the importance faculty place on study
abroad corresponds to a significant increase
in student participation in such programs.
• Institute of International Education surveys
of applicants to Fulbright Student programs
find that between 40 to 70% identify faculty
as their source of information about
Fulbright
The World of Scholar Opportunities
• Awards in all academic disciplines
• Area studies specialists may
• Deepen knowledge of region
• Gain cross-regional, comparative perspective
on discipline by going to new country
• Faculty without prior international experience
(ex. American Studies specialists) can gain
global perspective on discipline
Fulbright Programs for Administrators
• Fulbright Core Program
– Awards in Educational Administration
– Curriculum planning, university
administration, faculty development, grant
writing and administration
• International Educational Administrators
Programs [IEA]
– India - Japan - Korea - Germany - France
Fulbright as a Two-Way Exchange Hosting Visiting Scholars
• Visiting Scholar Program (research)
• Scholar-in-Residence Program (teaching)
• NEXUS – Western Hemisphere (group
research)
• Occasional Lecturer Fund – guest lecture on
another U.S. campus
Faculty Tell Us They Need Your Support
• Release Time
• Tenure / Promotion
• Salary
• Benefits
• Recognition
Release Time
• Fulbright Scholar grants range from
2 to 12 months
• How does your campus handle
release time - set schedule or as
needed?
• Can junior faculty get release time?
• Can adjunct faculty go on a Fulbright
and be offered work on their return?
Tenure / Promotion
• Does international experience count toward
tenure, promotion, or merit awards?
• Are the faculty development benefits of
lecturing awards recognized equally with
those of research awards?
• Can junior faculty accept a Fulbright without
jeopardizing tenure? Some campuses stop
the tenure clock for the duration of the
Fulbright Scholar grant.
Salary
• Most Fulbright Scholar grants do not equal faculty salaries
• Fulbright Scholar grants cover:
• Stipend
• Maintenance
• Travel/Relocation
• Other benefits vary
• Best practice: ‘top off’ grants to match regular salary
Fulbright can save money
• It can be cheaper to hire an adjunct and top
off the Fulbright scholar’s grant than to pay
full salary to your top faculty
• Scientific grants may not include funds for
foreign travel; Fulbright Scholar grants
(Visiting & U.S.) can be part of larger projects
• Fulbright Scholars can generate revenue by
attracting new students and grants
Benefits
• Fulbright Scholars need uninterrupted
coverage from their health insurance
• Grants offer only supplementary coverage
that includes medical evacuation but not
preexisting conditions or family members
• Are other benefits continued, for example
retirement?
Recognition and Multiplier Effect
• Fulbright Scholars return energized with new
ideas for international collaboration,
invigorating curricula, involving students
• Don’t lose that energy to disinterest – use it to
benefit your campus!
• How does your institution recognize
returning Fulbright Scholars?
• Is there support for new courses or
collaborative projects?
Thank you
For more information, visit
www.iie.org/cies
Harness the potential of Fulbright
scholar grants for internationalizing
your institution
Prospects for Internationalizing
the American Faculty: What are
we Learning?
Martin Finkelstein
Professor of Education
Seton Hall University
Institute for International Education, NYC
March 8, 2012
Multiple connotations of the term
“internationalization”
Crossing Borders
Scholar mobility across national boundaries
import of foreign scholars
export of U.S. scholars
Offering U.S. degrees abroad and even establishing foreign campuses
(transnational higher education)
Internationalization at Home
Promotion of “area” studies and ”critical” languages, i.e. specifically international
content
Integration of ‘international” content into regular U.S. curricula, e.g. inclusion of
Asian, African and other-Western authors
Promoting multi-cultural (non-Western) awareness and international
understanding outside the formal curriculum
Collaboration with international colleagues in conducting research and publishing
findings
The Data on U.S. Faculty International
Experience is Hardly Encouraging
In 1992 , about 1/3 U.S. faculty reported studying or conducting
research abroad --on a par with Russia at the bottom of the 14
nation list and even fewer reported that “collaboration with
foreign scholars “was important to their work(Ernest Boyer and
Philip Altbach)
In 2007 , about 1/3 reported collaborating with foreign colleagues
and integrating international perspectives into their teaching and
research, placing the U.S. on a par with China and Brazil (Russia
did not participate in the 2007 survey)a t the bottom of the 19nation list ( Cummings and Finkelstein)
• Thus, we can say that between 1992-2007, a 15 year period that
saw the emergence of the PC, the Internet, the global economy,
powered by Asia, and a n increasingly “flat” world, U.S. faculty
had steadfastly maintained their insularity
The Study
• Changing Academic Profession [CAP]Survey in
19 countries
• 19 aspects of faculty international activity,
covering teaching, research& publication &
border crossing
• Examined impact of country, institutional,
faculty professional & demographic
characteristics on faculty internationalization
Finding #1: Internationalization is
Multi-dimensional
• Factor analysis of 19 specific activities
including typical teaching, research and
border crossing activities yielded
• 7 analytically distinct and statistically
independent dimensions of international
activity, including 2 independent dimensions
of research, 2 of teaching, 2 of mobility, and 1
“general” teaching and research factor
Factor Analysis Results : Variable
Loadings
•
•
•
F 1: Collab in Research & Co-publication
(16%)
– D1_4 Do you collaborate? (.79)
– D5_3 Did you co-publish? (.62)
F 2: Educ Mobility(11%)
– A1_B_3 PhD in cntry current
employ (.77)
– A1_B_1 BA in cntry current (.75)
– A1_B_2 2nd degree (.72)
F3: Publish in foreign lang or
country(10%)
– D5_4 Publish in foreign cntry (.77)
– D5_1 Publish in foreign lang (.75)
– D5_5 Publish on-line (.62)
•
•
•
•
F4: Open to Intl Mobility (8%)
– A14_B_3 Applied for foreign
academic job (.82)
– A14_A_3 Considered a foreign
academic job(.74)
F5: General Intl Orientation (7%)
– C4_5 Emphasize intl content in
courses(.85)
– D2_5 Research intl in scope (.74)
F6:Teach Abroad or in Foreign Lang (6%)
– C5_2 Teach in foreign lang (.76)
– C5_1 Teach abroad (.72)
F7: Foreign Student Growth (5%)
– C4_10 Most grad students are intl
(.82)
– C4_9 Increase in intl students (.67)
Finding #2: Country Characteristics
Constrain or Facilitate
• 4 country characteristics examined, including
–
–
–
–
Size (population)
Language policy (English vs non-English)
Level of economic development (mature vs developing)
Cultural tradition ( Western vs Asian)
• All were statistically significant predictors, except level of
economic development: Large, English speaking and Asian
countries were half as likely as small, non-English –speaking
and Western countries to show high levels of faculty
internationalization
• These country characteristics are as powerful in shaping
internationalization as institutional, disciplinary and
individual characteristics
Finding #3: 2 key institutional factors
make a difference
•Role of Admin and Faculty in Driving Campus
Internationalization Initiatives
•Institutional type –research vs teaching or
mixed mission
Finding #4: Among faculty professional
characteristics, 5 sig predictors emerged
• Top 2 (3 x)
– Yrs post-BA spent abroad in study or research
( country of 1st degree =/ country of current employment
more so than nativity)
– High involvement in research
– Orientation to research over teaching
• Next (2x)
– Discipline: Investigative fields (natural sciences)
– Tenure status
Finding #5: Among demographic
characteristics
• Only gender- males more than females
The Case of Norway- North American
Collaboration
• Supports joint research projects by Norwegian & No American
(U.S., Canada) scholars in areas such as climate and
environmental studies, energy, indigenous populations
• Key program elements
– Faculty initiated (built on existing relationships),discipline
and even sub-discipline specific
– Provides “flexible” but structured opportunities for border
crossing, both short & longer term, esp summers
– Provides opportunities for students as well as new and
senior faculty (multiple levels)
– Flexibility in use of resources
What does all this mean?
(1) Internationalization as a complex,
multifaceted phenomenon
(2)Institutions in large, English-speaking
countries, like the U.S. are “swimming
upstream”
(3)Bottom –up approaches that recognize
disciplinary, career stage, gender differences
require flexibility
Some Suggested Resources
• Finkelstein, MJ , EM Walker and R Chen. (2012)“The American
Faculty in an Age of Globalization: Predictors of the
Internationalization of Research Content and Professional
Networks.” Manuscript under review
Cummings, WK and MJ Finkelstein. (2011) Scholars in the
Changing American Academy: New Contexts, New Roles
and New Rules. Dordrecht,NL: Springer.
• Finkelstein, MJ and W. Sethi. (in press) “The
Internationalization of Academic Work in Comparative
Perspective.” In: Huang, F, MJ Finkelstein and M Rostan (eds).
The Internationalization of the Academy：Changes, Realities
and Prospects. Dordrecht,NL: Springer.
Overcoming “Publish or Perish”:
Fostering Faculty Engagement
in Internationalization
Rob in M atross
Helm s, P h.D.
Manager for
EducationUSA
Adviser
P r o fe s s i o n a l
Development
Institute of
I n te r n a t i o n a l
Education
Faculty Engagement In
Internationalization
Fulbright and other
established programs
Internationalizing
the curriculum
Taking
students
abroad
Research
collaborations
Teaching
collaborations
The Challenge: Publish or Perish
Teaching not
rewarded
Time
“Sunk costs”
of research
collaboration
Cost/benefit
analysis:
“Risky”
Priority on
single
authorship
Strategy #1: Amend The Tenure Code
University of Minnesota (2007)
“Interdisciplinary work, public
engagement, international
activities and initiatives, attention
to questions of diversity, technology
transfer, and other special kinds of
professional activity by the
candidate should be considered.”
A faculty member must
demonstrate that she or he has
“established and is likely to
continue to develop a distinguished
record of academic achievement
that is the foundation for a national
or international reputation or both.”
Strategy #1: Amend The Tenure Code
Strategic
timing for
institutional
readiness
Bridging the
gap between
theory and
practice
Not just a “plus
factor”
Strategy #2: Departmental Flexibility
University of
Minnesota
•Individual department tenure statements
•International disciplines = more
requirements
•Tailored requirements = greater buy-in
University of •Decentralized tenure system
Wisconsin •Freedom for chairs to prioritize and reward
La Crosse •Periodic performance reports
Strategy #3: Grant Leave Time
Administrative
or other work
abroad
Salary not paid
by institution
Not directly
related to
research
agenda
Stop-the-clock
provision?
Strategy #4: Hiring
Established research
collaborations mitigate
“sunk costs” problem
Ability to contribute to
internationalization as a
“tipping factor”
Strategy #5: Oppor tunities For Non -track Faculty
No “publish or
perish”
Well qualified for
teaching
exchanges and
collaborative
courses
Resource for
curriculum
internationalization
Thinking outside the box:
Webster University’s alternative faculty appointment
Thank You!
Robin Matross Helms, Ph.D.
Manager for EducationUSA Adviser Professional
Development
Institute of International Education
rhelms@iie.org
Engaging Faculty in Internationalization
Internationalizing Faculty Roundtable
John P. Allegrante
Deputy Provost of Teachers College
Columbia University
Fulbright Campus Representative and Fulbright Ambassador
Institute of International Education
New York, NY
March 8, 2012
The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of
Educational and Cultural Affairs, is the U.S. government’s flagship international
exchange program and is supported by the people of the United States and partner
countries around the world. For more information, visit fulbright.state.gov.
The Fulbright Scholar Program is administered by CIES. CIES is a division of the
Institute of International Education.
Senator J. William Fulbright (1905-1995)
Fulbright Scholar Program
• Established in 1946
• Sends U.S. academics and
professionals overseas and
brings scholars and
professionals from abroad
to the U.S.
• Sponsored by U.S.
Department of State’s
Bureau of Educational and
Cultural Affairs
“International education exchange is the
most significant current project designed
to continue the process of humanizing
mankind to the point, we would hope, that
nations can learn to live in peace.”
• Administered by the
Institute of International
Education’s Council for
International Exchange of
Scholars (CIES)
John P. Allegrante
Fulbright Specialist 2005 Iceland
Fulbright Scholar 2007 Iceland
• Professor
• Columbia University, New York
• Health Education and Public Health
• Professor of Public Health
• Reykjavik University
• Health Behavior and Academic
Achievement in Icelandic School
Children
What are we doing to internationalize our faculty?
• International Education Week (Autumn event)
• International Week (Spring event)
• Developing a tracking system to identify Faculty who are
eligible for sabbaticals (3-4 year window)
• Engaging Faculty and Administrators in one-on-one
discussions about Fulbright Teachers and Administrator
Exchanges and Global Initiatives
• Presence of Fulbright Scholars from other countries
– Icelandic and Kazakh Scholars in 2010-11
– Japanese Scholar in 2011-12
• International Program Alumni events
• Fulbright Occasional Lecturer Fund (OLF)
Discussion Questions 1 & 2:
1) What are the main ways faculty at your
institution are engaged internationally?
2) What administrative strategies does
your institution have in place that you
recommend to promote international
engagement by faculty?
Discussion Questions 3 & 4:
3) What is one idea from today that you
can help your institution implement
this year, and why did you choose it?
4) How can institutions work together
to share best practices and successful
initiatives?
Engaging Faculty in
Internationalization
Chair: Peggy Blumenthal, Senior Counselor to the President, IIE
Panelists:
•Debra Egan, Director, Scholar Program, Council for International
Exchange of Scholars, IIE
•Martin J. Finkelstein, Professor, Department of Education Leadership,
Management and Policy, Seton Hall University
•Robin Matross Helms, Manager for EducationUSA Adviser
Professional Development, IIE
•John P. Allegrante, Deputy Provost and Senior Professor of Health
Education, Columbia University