Internationalizing
Higher Education:
Rhetoric and Reality
Madeleine F. Green
York University
March 3, 2006
Topics for Today
• Watch your language: terms and
definitions
• The gap between dreams, aspirations,
attitudes, and institutional practice
• Making internationalization a reality
Terms and
Definitions
Globalization
• Flow of goods, ideas
• Diminishing importance of boundaries
of time and space
• Diminishing importance of nation-state
• Connections, interdependence
• Often not a neutral term
Definitions: Flows
“…the closer integration of the countries
and people of the world, which has been
brought about by the enormous reduction
in the costs of transportation and
communication, and the breakdown of
artificial barriers to the flows of goods,
services, capital, knowledge, and (to a
lesser extent) people across borders.”
(Steiglitz, 2003)
Definitions: Interdependence
“...bringing all of humanity into a single
ecosystem of embedded, overlapping
networks. Borders, boundaries,
delineations, and walls of any kind are
slowly giving way to the compelling force
of integration and interdependence.”
(Garrison, 2004)
Definitions: Neo-liberalism
“We use the term globalization to
represent neo-liberal economic ideology
and its material strategies that aim to
increase profits and power for
transnational corporations, and similar
strategies enabling government agencies
to gain economic advantages and be
competitive.” (Currie et al, 2003)
Internationalization
“The process of integrating an
international, intercultural, or global
dimension into the purpose, function,
or delivery of postsecondary
education.” (Knight 2003)
Internationalization
“...the complex of processes whose
combined effect, whether planned or
not, is to enhance the international
dimension of the experience of higher
education in universities and similar
educational institutions.” (OECD)
Internationalization
• Is an ongoing process
• Is intentional (if it is to have a lasting effect)
• Affects the way we construct knowledge
• Is systemic
International Education
Usually an aggregation of programs, activities:
› International students
› Study abroad
› Courses
› Co-curriculum
› International cooperation
Multicultural/Intercultural
• In the U.S. context, multicultural is
generally used to refer to domestic ethnic
and racial diversity
• Intercultural generally refers to the
encounter between people of different
nation-states or diaspora cultures
• Overlap between two terms
Issues
• Is learning about/encountering another
culture “at home” the same as doing so in
a different linguistic and cultural context?
• Points of synergy and tension between
internationalization and multiculturalism
Aspirations and
Ambitions
ACE Research
• Public opinion surveys, 2000-2002
• studentPOLL data on high school
•
•
•
students, 2000
Status Report, 2000
Mapping Internationalization, 2003
Student attitudes and experiences in
“high activity” institutions
Student Interest in
International Education
Somewhat Interested
Acquiring career-related experience
41
Courses on international issues at U.S. colleges
21
48
18
International student as roommate
55
International faculty at own U.S. college
55
Proficiency in another language
41
Internationally diverse student body
43
Gaining exposure to another culture
44
0%
10% 20%
Very Interested
14
18
37
37
45
30%
40%
50% 60%
70%
80% 90% 100%
©Arts and Science Group
International Experience of
High School Seniors
Percentage
©Arts and Science Group
100
90
80
70
60
50
40
30
20
10
0
98
52
27
12
Foreign
Language in High
School
Speak Another
Language at
Home
10
Traveled Outside Traveled Outside
the U.S. with
the U.S. with
Family
School
Participated in
International
Exchange
Program
Students Planning to Participate in
International Courses and Programs
60
50
57
Percentage
50
40
48
30
28
20
10
0
Foreign Language
Courses with an
Course
International Focus
Study Abroad
Internship Abroad
Program
©Arts and Science Group
Faculty Attitudes
• 67% agreed that it is the responsibility of
ALL faculty to provide undergraduates
with an awareness of other countries and
cultures
• 64% agreed that most undergraduate
students graduate with this awareness
Public Support for
International Education
Percentage
2000
100
90
80
70
60
50
40
30
20
10
0
71
74
Foreign
Languages
2002
77
77
International
Courses
75 79
Study Abroad
85
80
International
Students
ACE 2001 Survey:
Dimensions of Internationalization
•
•
•
•
•
•
•
Articulated commitment
Academic requirements
Organizational structure
Funding
Communication structure
Faculty opportunities
Student opportunities
Institutional Commitment to
International Education
Yes
No
35
Mission Statement
64
28
Strategic Plan
69
49
Task Force
51
34
Formal Assessment
66
4
Tenure Policy
0
96
10
20
30
40
50
60
Percentage (%)
70
80
90
100
International Course
Requirements
• 41% of institutions have an international course
•
•
requirement
Of those with a requirement, over 60% require
one course, 21% require two courses, and 19%
require three or more courses
Of those with a requirement, 62% require
students to take a course that primarily features
perspectives, issues, or events from nonwestern countries or areas
Supporting Structures
• 23% have no office
• 49% have no full-time non-student
support staff where there is one office
• 55% have no full-time non-student
support staff where there are multiple
offices
External Funding for
International Education
Federal
20%
No Funding
43%
Other
6%
State
10%
Private
34%
Developing an
Internationalization Strategy
Multiple Rationales for
Internationalization
• Academic excellence
• Job preparation
• Global citizenship
• Competition and positioning
• Institutional revenue
Two Complementary Strategies
• Institutional goals and strategies
(inputs)
• Student learning goals and outcomes
(outputs/outcomes)
Elements of
Internationalization (inputs)
•
•
•
•
•
•
•
•
Campus culture
Academic opportunities
Co-curriculum
International partnerships
Funding
Supporting structures and policies
International Students
Synergy among the elements
Challenges
• Internationalization is marginal
• International programs, activities are
•
•
•
•
•
fragmented
Emphasis on inputs not outcomes
Faculty interest and capacity
Reward system
Study abroad is a major strategy, but not the
only one
Lack of institutional strategy
Using a Student Learning
Outcomes Approach
Why Articulate Student
Learning Goals?
• Presents an opportunity for a shift away from an ad
•
•
•
•
hoc approach to internationalization
Offers a “guiding star” approach to align
curriculum with desired outcomes
Can help others to understand impact
Good educational practice -- outcomes/assessment
offers a road map for improvement
Quality control -- accrediting agencies mandate
The Fundamental Questions
about Student Learning
• What do we want our students to know?
To be able to do? What attitudes are we
trying to foster?
• Where would students at our institutions
actually acquire these knowledge, skills,
attitudes? (mapping exercise)
Fundamental Questions (cont’d)
• What is our evidence that students are
achieving these outcomes?
(assessment)
Challenges of Developing
and Assessing Outcomes
• Difficulty of agreeing on outcomes
• Coordinating levels: institution,
•
•
college, department
We still don’t have a culture of
assessment in higher education
Assessment is too infrequently looped
back into improvement
Challenges (continued)
• Faculty workload issues
• How to integrate—use “regular”
student work as artifacts for
assessment
But There are Rewards…
• Closing the gap between rhetoric and
reality
• Quality improvement
• Students can articulate their learning
for themselves and others
Reviewing
Internationalization
Strategies and Activities
Getting There
• Catalog the state of campus
•
•
•
•
internationalization
Clarify goals (institutional and student
learning goals)
Identify challenges/obstacles
Develop or revise internationalization plan
Assign responsibility and monitor progress
The Process
• Develop a leadership team
› Size
› Legitimacy
› Leadership
• Set a schedule
• Plan communications and involvement
Elements of the Review
•
•
•
•
•
•
•
•
Articulated commitment
Academic offerings and requirements
Student opportunities
Faculty opportunities
Funding
Communication structure
Supporting structures and policies
Campus culture
Framing a New Conversation
on Internationalization
• Create multiple campus conversations
• Create conversations in the disciplines
• Benefit from outsiders and their ideas
• Use cross-departmental work-groups
• Create supporting structures
What is the Outcome?
• Map what is going on
• Identify gaps
• Identify possibilities for synergy
• Develop a plan based on solid
•
information
The process is also the product—create
a campus conversation
Conclusion
• Comprehensiveness
• Integration
• Intentionality
• Leadership