Results of the Faculty Survey on Internationalization at Villanova: A Preliminary Report Prepared for the International Leadership Committee Prepared by Office of Planning and Institutional Research July 2013 Survey Methodology • On May 2, 2013, an email was sent from Villanova University’s President announcing the administration of a web-based survey on Internationalization at Villanova and requesting full participation from all faculty. • On May 6th the survey invitation was emailed to all fulltime and adjunct faculty. During the month, 3 reminders were sent to nonrespondents. • The survey was closed on June 17th, 2 weeks after the last completed survey was received. • This report summarizes by faculty status responses to the questions. Fulltime faculty include academic administrators and instructors; adjunct faculty are faculty with part-time employment status or fulltime employees in other University departments who also teach. • All faculty employed in the four colleges during the Spring 2013 semester, as reported by the Office of the Vice President for Academic Affairs, were included in the survey population. Survey Respondents • The survey included questions to gauge faculty opinions and attitudes about Internationalization at Villanova and to identify who is engaged in these types of activities in their teaching, their research or in cocurricular activities. To accommodate these purposes, skip patterns were incorporated throughout the survey to facilitate data collection. Those not engaged in specific areas of activity, did not need to respond to selected questions. Nevertheless, the survey was rather lengthy, and some respondents did not proceed through the entire survey and/or did not enter a final submit key to close the survey. The latter resulted in partial completions of the survey. • Cases were not excluded from the data analyses presented here; rather the N size for each series of questions is reported to help interpret the percentages and average ratings. The N size gives an indication of the number of respondents used in calculating percentages in the varying sections of the survey. Survey Respondents The table below shows the number surveyed and the number of respondents by faculty status and by college. Numbers are further reported by completed or partially completed surveys. Faculty Status/ College Number Surveyed Completed Surveys Response Rate Partial Surveys Fulltime Faculty 637 268 42% 62 330 52% Adjunct Faculty 398 104 26% 31 135 34% 1,035 372 36% 93 465 45% Arts 497 194 39% 48 242 49% Sciences 174 69 40% 13 82 47% Engineering 95 28 29% 6 34 36% Nursing 110 31 28% 13 44 40% Business (VSB) 159 49 31% 13 62 39% 1,035 371 36% 93 464 45% Total TOTAL Total Respondents Survey Respondents The table below shows the number and percentage of fulltime and adjunct faculty responding to the survey by college. (Includes both completed and partial surveys.) Fulltime Faculty % Adjunct Faculty % Arts 149 45% 93 69% 242 52% 49% Sciences 69 21% 13 10% 82 18% 47% Engineering 28 8% 6 5% 34 7% 36% Nursing 32 10% 12 9% 44 10% 40% Business (VSB) 52 16% 10 7% 62 13% 39% 330 100% 135 100% 464 100% 45% Faculty Status/ College TOTAL Total Respondents Response Rates Opinions about the Internationalization Experience Fulltime Faculty Internationalization for the Undergraduate Experience N = 320 Adjunct Faculty N = 129 In today’s environment, it is important to consider the impact of internationalization or globalization on undergraduate education in this country. 4.5 4.6 Colleges and universities should prepare students for an increasingly interconnected world. 4.6 4.7 Internationalizing our curriculum will help our undergraduate students be more successful after graduation. 4.2 4.3 Global and international topics should be incorporated into all undergraduate programs. 3.7 It is important that students participate in a formal international educational experience such as study abroad. 3.6 3.9 3.8 A student's proficiency in a foreign language and culture is an important part of undergraduate education. 3.9 3.9 1.0 3.0 Strongly Disagree to Strongly Agree 5.0 Opinions about the Internationalization Experience Internationalization for the Undergraduate Experience Fulltime Faculty Strongly Agree Agree In today’s environment, it is important to consider the impact of internationalization or globalization on undergraduate education in this country. Neutral Disagree 58% Colleges and universities should prepare students for an increasingly interconnected world. Strongly Disagree 36% 65% Internationalizing our curriculum will help our undergraduate students be more successful after graduation. 30% 46% Global and international topics should be incorporated into all undergraduate programs. 32% 33% It is important that students participate in a formal international educational experience such as study abroad. 25% 25% A student's proficiency in a foreign language and culture is an important part of undergraduate education. 10% 23% 31% 34% 0% 20% 30% 36% 30% 6% 40% 50% 70% 19% 2% 13% 6% 12% 21% 60% 4% 80% 7% 90% 2% 3% 100% Opinions about the Internationalization Experience Fulltime Faculty Internationalization for the Graduate Experience Adjunct Faculty N = 309 N = 116 4.0 International perspectives and topics are important to include in courses in my discipline. 4.1 Graduate students in my discipline should have the opportunity to have a study abroad experience. 3.5 3.8 There are sufficient opportunities for graduate students to participate in study abroad for research. 2.6 3.0 In my discipline, a graduate student is more successful if he or she is proficient in a foreign language and culture. 3.3 3.5 1.0 3.0 Strongly Disagree to Strongly Agree 5.0 Opinions about the Internationalization Experience Internationalization for the Graduate Experience Fulltime Faculty Strongly Agree Agree International perspectives and topics are important to include in courses in my discipline. Disagree 42% Graduate students in my discipline should have the opportunity to have a study abroad experience. There are sufficient opportunities for graduate students to participate in study abroad for research. Neutral 32% 25% 7% In my discipline, a graduate student is more successful if he or she is proficient in a foreign language and culture. 28% 15% 24% 0% 10% 16% 24% 27% 30% 40% 22% 50% 60% 5% 16% 35% 22% 20% Strongly Disagree 6% 15% 24% 70% 4% 80% 8% 90% 100% Teaching & Curriculum • 257 Faculty (55%) said they are currently teaching or have recently taught (within 5 years) courses with international content; 194 (63%) of the Fulltime Faculty and 63 (51%) of the Adjunct Faculty. • 211 Respondents identified 533 courses with international content that they currently teach or have taught in the past 5 years. The table below shows the Level of Internationalization in these courses. # of Courses % Level 1 Course contains an international element. 97 18% Level 2 One unit (one week’s worth of classes) in the course is internationally oriented. 59 11% Level 3 International elements are integrated throughout the course. 156 30% Level 4 The entire course has an international orientation. 216 41% Level Level Description NOTE: 5 courses were not assigned a level. Teaching & Curriculum • 55 Faculty (12%) identified 75 courses that they are currently teaching or developing into which they would like to infuse international elements. The chart below shows the types of assistance that would be very helpful or helpful in those efforts Assistance to Internationalize Courses % Very Helpful or Helpful FT Facutly N = 247 Adjunct N = 92 Resource information (books, journals, articles) on international education topics. 72% 86% Identification or suggestions of global topics relevant to my courses or discipline. Help with incorporating global learning outcomes in your teaching. 74% 88% 65% 77% Examples of course materials incorporating global content developed by faculty at Villanova and other institutions. 80% 88% Opportunities to consult on an “as needed” basis with international specialists relating to your course and discipline. Ongoing faculty development seminars on internationalizing your curriculum. 78% 87% 71% 80% Grant funds to travel abroad to research ways to internationalize your courses. Guest speakers for your courses 79% 80% 71% 82% Teaching & Curriculum What types of assistance would help you internationalize your courses? Assistance to Internationalize Courses Fulltime Faculty Very Helpful Resource information (books, journals, articles) on international education topics. Somewhat Helpful Not Helpful 46% 28% 27% Identification or suggestions of global topics relevant to my courses or discipline. 30% Help with incorporating global learning outcomes in your teaching. 44% 23% Examples of course materials incorporating global content developed by faculty at Villanova and other institutions. 43% 35% 36% Opportunities to consult on an “as needed” basis with international specialists relating to your course and discipline. 44% 32% Ongoing faculty development seminars on internationalizing your curriculum. 49% 20% 29% 30% 34% 10% 22% 44% Grant funds to travel abroad to research ways to internationalize your courses. 0% 20% 46% 27% Guest speakers for your courses 26% 37% 30% 40% 50% 21% 29% 60% 70% 80% 90% 100% Research Collaboratives & Partnerships • In the last 12 months, 17 fulltime faculty (6%) and 1 adjunct faculty (1%) sponsored an international scholar in a J-1 visa category to come to Villanova for research collaboration. One-third of the fulltime faculty (6 faculty) had visited their sponsored international scholars at their home institutions. • 128 fulltime faculty (45%) and 17 adjunct faculty (16%) are currently or have been involved in an international research partnership, collaboration or project. o Of those involved in partnerships, 82 fulltime faculty (64% ) and 7 adjunct faculty (41%) reported their projects were still ongoing. o Of those involved in partnerships, 45 fulltime faculty (35%) and 5 adjunct faculty (29%) reported there were opportunities for postdoctoral, graduate, or undergraduate research students to participate in the research collaborative or partnership. Research Collaboratives & Partnerships Nature of International Partnership Formal Memorandum of Understanding 20% 7% Visiting professorship at an international institution 23% 13% Hosting visiting professor(s) from an international institution Nature of Student Participation Fulltime Faculty International post-doctoral students at Villanova 10% International graduate students at Villanova 12% International undergraduate students at Villanova 12% N = 51 Villanova post-doctoral 2% students at international… 20% 13% Hosting international graduate research student(s) Hosting international undergraduate research student(s) Fulltime Faculty N= 123 Adjunct Faculty N= 15 Villanova graduate students at international institution 10% 22% 13% Villanova undergraduate students at international… 7% 0% One-on-one faculty research collaboration Undergraduate students engaged in research 62% 20% 0% 25% 20% 40% 60% 80% 100% 41% Graduate Students engaged in research 59% 0% 20% 40% 60% 80% 100% Research Collaboratives & Partnerships To what extent is each of the following programs or activities of interest to you? Interests in Research Collaboratives % Very Interested or Somewhat Interested FT Facutly Adjunct N = 265 N = 96 Opportunities to attend seminars or conferences on international topics related to your discipline 81% 81% 73% Faculty exchange programs in another country 59% Short-term research or curriculum development projects in other countries Interests in Research Collaboratives Fulltime Faculty 75% 57% Very Interested Opportunities to attend seminars or conferences on international topics related to your discipline Somewhat Interested 49% Faculty exchange programs in another country 46% Short-term research or curriculum development projects in other countries 47% 0% 10% 20% Not Interested 32% 19% 27% 27% 28% 30% 40% 50% 60% 25% 70% 80% 90% 100% Co-Curricular Activities & Opportunities Villanova offers sufficient co-curricular activities on campus that expand international awareness. Fulltime Faculty The undergraduate culture at Villanova pays sufficient attention to global and international topics and affairs. Adjunct Faculty N = 259 Fulltime Faculty N = 92 N = 260 Adjunct Faculty N = 91 68% 57% 57% 51% 40% 40% 36% 27% 5% 3% Strongly Agree Agree Disagree 2% 1% 4% 2% Strongly Disagree Strongly Agree 5% Agree Disagree 1% Strongly Disagree Co-Curricular Activities & Opportunities Fulltime Faculty How frequently do you . . . Adjunct Faculty N = 268 N = 97 3.3 Engage students in conversations about multicultural or international events on campus? 3.0 3.1 Engage students in conversations about co-curricular events? 2.8 2.4 Personally engage in international outreach with the regional and/or global community? 2.2 1.0 3.0 Not at all to Frequently 5.0 Co-Curricular Activities & Opportunities International outreach activities: outreach concerning students in research and/or teaching In what types of international outreach activities are you currently involved? Current Involvement Fulltime Faculty N = 169 Adjunct Faculty N = 42 14% Service-learning programs 31% International internship opportunities for students 21% 17% Presenting at external seminars or conference 63% 36% Serving as a panelist or guest speaker 38% 14% 31% Serving as a mentor 13% 21% Integrating international outreach activities in class 20% Fulltime Faculty N = 167 37% International internship opportunities for students 37% 48% 52% Presenting at external seminars or conference 44% Serving as a panelist or guest speaker 43% 35% 59% 23% 29% 7% 6% Integrating international outreach activities in class 40% 60% 80% 100% Adjunct Faculty N = 48 Service-learning programs Philanthropy 18% 14% 0% Like to be Involved Serving as a mentor 19% Philanthropy In what types of international outreach activities would you like to be involved? 31% 29% 0% 20% 40% 60% 80% 100% Co-Curricular Activities & Opportunities What challenges do you face when trying to conduct international outreach? Fulltime Faculty Challenges Adjunct Faculty N = 216 N = 72 71% Lack of financial resources 58% 81% 76% Limited time Lack of existing network or knowledge of opportunities 40% 33% 26% 24% Limited departmental interest/support 17% 18% Limited student interest/demand Change of leadership/liaison with an outreach partner Outreach partner lacks resources on their end (money, time) External forces at partner location (natural disasters, political unrest) 6% 1% 19% 10% 6% 6% 0% 20% 40% 60% 80% 100%