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The Internationalization of Higher Education: International Graduate Students' The Internationalization of Higher Education: International Graduate Students' Perspectives on How to Enhance University Stakeholders' Glocal Competence A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education Mary Kristin Diki August 2020 © 2020 Mary Kristin Diki. All Rights Reserved. 2 This dissertation titled The Internationalization of Higher Education: International Graduate Students' Perspectives on How to Enhance University Stakeholders' Glocal Competence by MARY KRISTIN DIKI has been approved for the Department of Educational Studies and The Gladys W. and David H. Patton College of Education by Emmanuel Jean-Francois Associate Professor of Educational Studies Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education 3 Abstract DIKI, MARY KRISTIN, Ed.D., August 2020, Educational Administration The Internationalization of Higher Education: International Graduate Students’ Perspectives on How to Enhance University Stakeholders’ Glocal Competence Director of Dissertation: Emmanuel Jean-Francois Institutions of higher learning in the United States have been admitting students from different countries since the 18th century. These universities have arguably had difficulty with the challenge of integrating such students into the life blood of the institutions due to their institutional overriding purpose of developing and sharing knowledge, oftentimes of a highly specialized nature. Given the constraints of time, resources and purpose, universities have struggled to capture the richness of their cultural diversity due to the highly peripheral nature of most cross-cultural engagements. The reality has been that what cross-cultural learning has occurred is largely unidirectional and such students have largely been made to feel that it is their responsibility to conform to local administrator, faculty, staff, and student expectations. Efforts have largely been aimed at recruitment and settlement assistance for such international students. Much of the existing scholarship on internationalization in the context of higher education places the emphasis on one dominant culture, thereby implicitly marginalizing the international student voices. Although careful planning and implementation of internationalization could contribute greatly to curriculum that embodies multi-cultural perspectives, the lack of the international student perspective in the planning and 4 implementation of internationalization is problematic. It ignores the value that they could contribute as stakeholders in such institutions of higher education. This study explored the notion of glocalization, an enriching term suggesting the blending of mutual local perspectives in a global context when it comes to exploring the experiences and perspectives of international graduate students on internationalization planning and implementation in an effort to foster university stakeholders’ glocal competence, a cosmos of global proportions. Twenty-nine students from five global regions patiently sat for interviews revealing their experiences in the planning and implementation of internationalization at their university. They also provided their perspectives of how institutions could foster glocal attitudes, knowledge, skills, and understanding in all stakeholders at a university using Jean-Francois’s (2015) framework of glocal competence. It is hoped that the perspectives uncovered through such interviews can add to the existing conversation of how to effectively plan and implement internationalization in higher education. 5 Dedication I would like to dedicate my work to my father whose decision to take me overseas to live with him in Malaysia at the impressionable age of thirteen forever changed the course of my life. I am eternally grateful. This is for you. I love you. I would also like to dedicate my work to my incredible friends with whom I have had the privilege to cross paths, who have greatly influenced the person I have become, who have shared their hearts with me, who come from all over the world and yet have taught me the same lesson - the importance of love, kindness, and character. This research was inspired by all of you from whom I have learned so much. Thank you. 6 Acknowledgments I would like to begin by extending my deepest gratitude to my advisor and committee chair, Dr. Emmanuel Jean-Francois. From the first time I joined your course in the summer of 2015, I was incredibly inspired by your scholarship and your ability to create a learning environment that welcomes, values and embraces diverse perspectives. I sincerely thank you for all of the time and attention you have devoted to helping me through to the end of my doctoral journey. Merci beaucoup! To Dr. Charles Lowery, my professor and committee member, thank you for all of the time and feedback you have given me during my doctoral journey. I have gained so much from being in your presence. You are not only an incredible intellect, you are also one of the kindest individuals I know. To Dr. David Bell, my former professor in my master’s program and committee member, I could not have been more thrilled when you graciously agreed to join my committee. One of my greatest educational experiences was with you as a professor in linguistics. To have you be part of my doctoral journey as well means so much to me. I am forever grateful! To Dr. Greg Obi, my final committee member, your willingness to take a leap of faith and join my committee when you did not know much about me is humbling. I vividly remember our conversation in the coffee shop in Chillicothe during which time you provided me some invaluable insight and advice that I will never forget. I sincerely thank you for your time and being a member of my doctoral committee. 7 To Dr. Frans Doppen, my former advisor in Teacher Education, I learned so much from working with you. You provided me opportunities that I would never have had if it had not been for you. Under your supervision, I was able to teach courses, help organize a conference, get an article published, etc. Thank you for your incredible mentorship. To my dear friends Yanhui Liu and Mona Sulaimani, you both tried tirelessly to push me to excel at a time when I just was not ready to move forward. I will always appreciate your love and friendship. To my father, Dr. John Keifer, thank you for inspiring me to always be intellectually curious and open to learning from others that are different from me. To my husband, Simon Diki, you have been an incredible role model to me. I have never met someone who was so focused and determined to achieve their goals, even facing adversity. The harder a task is for you, the harder you work to accomplish it. You will never know how much you have inspired me to finish this journey. To my entire family, I apologize for my bad attitude each time you all wanted to encourage me, and I did not want to listen. Your love and support mean everything to me. It has been a long seven years, but I finally made it. And finally, to Elizarni, Nina Adjanin, and Preeti Patil, if it were not for you three, I would never have made it to the end. Many people helped to get me moving forward, but the three of you carried me to the finish line. I will never forget the late nights in Alden and McCracken. Your love, humor, guidance, and companionship have been the best part of this journey. 8 Table of Contents Page Abstract ...........................................................................................................................3 Dedication .......................................................................................................................5 Acknowledgments ...........................................................................................................6 List of Tables................................................................................................................. 11 List of Figures ............................................................................................................... 12 Chapter 1: Introduction .................................................................................................. 13 Background of the Study .......................................................................................... 16 International Students in the United States ............................................................... 18 Internationalization and International Students ......................................................... 20 Statement of the Problem ......................................................................................... 22 Purpose of the Study ................................................................................................ 26 Research Questions .................................................................................................. 27 Significance of the Study ......................................................................................... 27 Limitations of the Study ........................................................................................... 28 Delimitations of the Study ....................................................................................... 29 Definition of Terms ................................................................................................. 29 Summary ................................................................................................................
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