Journal of International Education and Leadership Volume 3 Issue 3 Fall 2013 http://www.jielusa.org/ ISSN: 2161-7252

Three Effective Strategies of Internationalization in American Universities

Maria P. Cantu University of the Incarnate Word

In higher education research internationalization is described as strategies by which colleges and universities respond to . The objective of this paper was to review some of the current literature on internationalization in Higher Education. It sought to identify some of the effective educational strategies that are being implemented by American universities. After conducting an exhaustive review of current literature three recurrent themes emerged: study abroad programs, recruiting international students and the internationalization of faculty. The three strategies are described addressing barriers to internationalization along with some possible solutions for effective implementation.

Keywords: Internationalization, Higher Education, American Universities.

In higher education there is a strong Internationalization: First Visions literature base which continues to capture the attention of scholars and researchers on One of the first pioneers of international the topics of internationalization in education was Nobel Prize winner American Colleges and Universities Rabindranath Tagore, (O’Connell, 2007). (Altbach, 2004; Knight, 2004; Scott, 2000; He was born in Calcutta, colonial India in Van Der Wende, 2001). 1861. Tagore strongly believed that the goal Scott, (2000) a prominent researcher of education was to bring a synthesis stated: “Today, rapid globalization and between the individual and society and to postmodern society point toward a future become aware of the unity between the internationalization mission for the individual and the rest of human kind university as a service to the worldwide (Cenker, 1976). nation-states” (p. 2). Tagore felt that only through In higher education research there is a international education would it be possible marked differentiation between and feasible to develop mutual globalization and internationalization. understanding among the peoples and their Globalization is seen as a social and cultures (Periaswamy, 1976). Tagore’s economic process; internationalization by vision promotes peace, fosters contrast is described as strategies by which multiculturalism, connects human beings colleges and universities respond to and celebrates their diversity and cultural globalization. This basic conceptual heritage (Samuel 2010). difference constitutes the essence of Internationalization arose as a response university administration worldwide to diversity and multiculturalism in an effort (Cantwell and Maldonado, 2009) to create global competencies. In a world that is becoming more economically, socially and culturally interdependent, issues Three Effective Practices in Internationalization Cantu of diversity have gained a lot of interest interconnected and unequal world. (Banks, 2004 and Friedman, 2005). Student (p.108) diversity can be defined as “the existence of students’ diverse social identities-which Numerous articles on strategies within include race, ethnicity, culture, religion, Higher Education to improve racial/ethnic spirituality, age, gender, sexual orientation, diversity and their findings are connected to disability, social class, language, citizenship, the creation of global competencies and so on” (Miksch, Bruch, Higbee, (Hurtado, Millem, Clayton and Allen as Jahangir & Lundell, 2003 p. 49). stated in Bresciani, 2008). In terms of Multiculturalism is used to refer as the knowledge, it requires that institutions of way educational professionals respond to Higher Education integrate these strategies diversity through different cultural for effective communication and perspectives (Miksch, Bruch, Higbee, collaboration across different cultures. In Jahangir & Lundell, 2003). terms of skills American colleges and Culturally responsive teaching involves universities need to design programs that a continual process of reflection and interconnect students and faculty from learning. Cultural responsive instructors various countries. This process may require learn about the customs and heritage of their the formation of coalitions within the students and incorporate those perspectives colleges and universities around the world into their teaching practices, modeling (Bresciani, 2008). appreciation for diversity (Bloom, 2009). The objective of this paper was to In a society that is not just diverse but review the current literature on characterized by inequalities and conflict internationalization in the field of Higher among its many groups; institutional Education to identify the effective commitments by American colleges and educational strategies that are being universities have been proposed to educate implemented by American universities and diverse student bodies (Banks, 2004 and their faculty. Although exploratory in Friedman, 2005). The goals covered by nature it revealed very specific and these initiatives included the development of repetitive trends in effective practices. cognitive and personal skills which would Possible applications of this literature allow college graduates to accept social and review include: designing and implementing economic differences while enabling them strategies, curricula, and practices, to to find various solutions to social problems improve the experiences of American around the globe (Enberg and Hurtado, students who participate in study abroad 2011). programs, and of International students who These global competencies were choose America as their main destination for identified by Hovland (as cited in Bresciani, educational purposes. It may also be 2008): beneficial in the training of faculty and staff The successful preparation of students to who will work with the American students live responsible, productive, and creative who prepare for or study abroad and with lives in a dramatically changing world, international students. These practices and and recommendations may be instrumental in The shaping of students’ identities by the educating American students and the currents of power and privilege, both community to help the international students within a U.S. democracy and within an feel welcome.

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Review of Related Literature internationalization of faculty. See table 1 After conducting an exhaustive review of for the literature that informed each effective current literature three recurrent themes strategy. emerged: study abroad programs, recruiting international students and the

Table 1. Three Effective Strategies of Internationalization in American Universities

Effective Strategy for Internationalization in Literature That Informed this Strategy American Universities

Study Abroad Programs Link to Internationalization American Council on Education, (1995)

Earning Credit for Courses Taken Abroad Hoffa, (2007) Statistics and Demographics Institute for International Education, (2002) “Open Doors Report” Undergraduate and Graduate Majors Bhandari and Chow, (2008) Impact on Global Engagement Paige, Fry, Stallman, Josic and Jon, (2009) Effect on Creativity Maddux and Galinsky, (2009)

International Students Recruitment and Marketing Strategies Knight, (2004) and Margison, (2006) International University Rankings Knight, (2004); Margison, (2006); and Van der Wende (2001) Factors that Prompt International Students to Andrade, (2006) and McClure, (2007) Study Abroad Factors that influence Choice of Host Mazzarol and Soutar, (2002) Country Barriers to Participation Sherry, Thomas and Chui, (2009)

Internationalizing The Faculty As a Way to Internationalize Curricula Brewer, (2010) To Change Their Research Methods Stohl, (2007)

Obstacles to Faculty’s Internationalization Dewey and Duff, 2010

Study Abroad Programs study abroad has long been linked with internationalization (American Council on For American institutions of Higher Education, 1995). Education partnerships with universities in Many colleges and universities had sent other countries may be an effective way to students, faculty and alumni abroad to achieve internationalization. Today most expand their culture and learn foreign researchers of international education see languages. But it is the now called study abroad as just one factor on the University of Delaware which gets credit for internationalization strategy, even though starting the undergraduate study abroad

3 Three Effective Practices in Internationalization Cantu program with the possibility for earning internationalizing institutions of higher credit towards a degree in the US institution. education study abroad programs are not just The University of Delaware claims this about promoting diversity and cultural initiative for having sent eight junior practices. But to meet the quota of severe students of the then Delaware College in national deficiencies such as filling national 1923, to get credit courses in France. security positions and having competent Earning credit for courses taken abroad still people in and policy the norm in most study abroad programs in makes (Chin & Bhandr, 2007). There is a the United States (Hoffa, 2007). lack of accurate assessments on the specific The Institute for International Education, learning outcomes of American students (2011) “Open Doors” reported an increase in who study abroad. One study revised the US students studying abroad; 270,604 U.S. students’ views of their own process of students studied abroad for credit during the change (Hadis, 2005). Another study academic year 2009/10. Study abroad by explored improvements on language students enrolled in U.S. higher education acquisitions skills (Yashima, Zenuk- has more than tripled over the past two Nishide, Kazuaki & Kazuake, 2004). decades. The United Kingdom, Italy, Spain, Because the concept of global views is France and China, remained the top host based on ideology, it is very difficult to destinations. grasp and accurately measure its changes Study abroad now includes all (Barkhuisen & Ferok, 2006). undergraduate and many graduate majors. In addition it now includes historically Recruiting International Students underrepresented fields of study including business administration, health sciences, Another effective strategy to engineering, and life and physical sciences internationalize American colleges and (Bhandari and Chow, 2008). universities is by recruiting international A research project on the long term students. International fee-paying students impact of study abroad on 6391 participants provide an increasing source of revenue for conducted by Paige, Fry, Stallman, Josic and many universities. This requires various Jon, (2009) revealed that study abroad had recruitment and marketing strategies an impact on five dimensions of global (Knight, 2004 and Margison, 2006). engagement: civic engagement, knowledge Furthermore, internationalization policies production, philanthropy, social have specific geographical prioritizations entrepreneurship, and voluntary simplicity such as wanting to diversify by including of life as well as on subsequent educational more Latin American, Asian and African and career choices (p. 29). Furthermore, student populations. Of increasing interest Maddux and Galinsky, (2009) found is the concern with international university empirical evidence of how living and rankings (both in education and research, studying abroad enhanced creativity. competitiveness and benchmarking (Knight, (2004); Margison, (2006); and Van der Assessment Wende (2001).

In a country like the United States where only 20 percent of the population has a valid passport and only 14% of university students get to study abroad the need for

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Reasons that “push” international Reasons that “pull” international students to study abroad students to come to America

There are many factors that prompt Other relevant contributing factors in the international students to study abroad. selection of the host country included These factors include: wanting to visit a recommendations from professors, family foreign country, learn a foreign language, and friends, cost, financial aid and explore the culture, connect with people scholarships, social implications, availability across the world, establish new friendships, and possibility to work part-time, a low learn about other ways of life, expand their crime-rate and the presence of a good thinking and behavior processes and percentage of the student’s home country improve their content-specific and cross- population in the total number of cultural knowledge and skills (Andrade, international students in the host country. 2006 and McClure, 2007). A significant For all these reasons thousands of students amount of research on the reasons why come to America to study every year from students study abroad conducted by all the countries in the world. The number of Mazzarol and Soutar, (2002) revealed that international students at colleges and two factors were important regardless of the universities in the United States increased by country of origin. First, the students felt that five percent to 723,277 during the 2010/11 the education abroad was of better quality academic year, according to the Open Doors than the one in the student’s home country. report, which is published annually by the Second, they felt they would gain a greater Institute of International Education (2011) in awareness of the chosen culture by living partnership with the U.S. Department of and studying in a foreign country. Factors State’s Bureau of Educational and Cultural which play a significant role in the choice of Affairs. America is the number one host country included: destination for international students.  Having access to accurate While there are many benefits for information on the host country international students who come to  Having a positive image of the host America- to increase their knowledge, to country obtain a coveted degree, to mature and  Having a perception of superior become more independent thorough new life education in the host country experiences in this country, to master a the  Having certainty in the recognition English language- they are also a very of the foreign degree upon vulnerable population (Sherry, Thomas and returning to their home country and Chui, 2009). possibilities of applying their knowledge in their country of Barriers origin. The many obstacles encountered by the international students in the United States have been extensively documented. These obstacles include lack of proficiency in the English language, financial problems, facing different educational systems, academic challenges, and the lack of technological skills, problems establishing meaningful

5 Three Effective Practices in Internationalization Cantu personal relationships, lack of social through them the curriculum, can have many networks, alienation, discrimination, and positive connotations (Brewer, 2010). homesickness (Yeh & Inose, 2003). International education paves the way for Other challenges deal with coping with transformative learning, but for this learning developments in their home country like to occur, the faculty and their research needs war, national disasters, a poor economy, or to change as well (Stohl, 2007). Other the death of family members or friends authors state that if an institution has money (Hsu, 2003). International students may also for only one strategy in internationalization, be subjects of exploitation. Several forms of that money should be invested in the faculty, exploitation may occur when the educational because their involvement is essential for institution considers internationalization internationalization to occur. Faculty strictly as a business, a way of selling development will be based in “faculty services to “aliens”. There may not be equal ownership, choice and support” along with opportunity in the host institution, or they “other internationalization strategies” may not be highly committed to the (Green, 2003). international students, provide them with Higher education scholars and low quality of education or deny them a practitioners have recommended that degree based on misunderstandings on the internationalization plans include allocating international student’s academic transcript resources like specific budgets for from their foreign institutions (Altbach & international curricular development and Teicher, 2001). In addition the foreign research grants; academic exchanges, and students feel tremendous loneliness and faculty development (Olson, 2003; Green & isolation being away from family and Hill, 2006; Paige, 2005; Siaya & Hayward, friends, far removed from support systems 2003). However a continuous frequently and in an unfamiliar cultural and linguistic cited impediment to faculty environment (McClure, 2007). A internationalization is lack of funding welcoming University that promotes and (Bond, 2003; Green 2007; Olson, 2003). encourages friendship and social Childress, (2009) explains how Duke connectedness among American students and Richmond Universities support faculty and international students, and provides a in internationalization plans through system of support for the many challenges investments from diverse external and faced by the international students plays an internal sources including federal, private important role in the mental health of and institutional, which are distributed at international students (Sumer and Grahame, various institutional levels (p.44). Short 2008). term faculty exchange programs between two countries such as the Fulbright Internationalization of Faculty commission programs may prove beneficial. Involving faculty in student abroad Partnerships with other countries offer programs as advisors and program directors great opportunities to internationalize could help internationalize both students and college or University. The exchange of faculty. Creating research partnerships students: sending American students to between two different countries may prove study abroad and recruiting international beneficial. The European nations are ahead students will remain the first priority for in internationalization by blending most institutional alliances. Shifting the curriculum and courses for which students focus on internationalizing the faculty, and get credit in multiple countries (Stier, 2010).

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Discussion foreign students who can oversee these services. Services may include counseling, Study Abroad Programs financial aid, work-study programs, legal aid The Commission on the Abraham especially with student visas and Lincoln Study Abroad Fellowship Program, immigration requirements, referral for (2005) as part of its report Global housing, transportation services, health Competence and National Needs stated: services and international health insurance. “Moving oversees to study does not produce Partnerships with community agencies, local experts but it does begin a process of Churches, and family volunteers, can offer inculcating awareness of international and these students support and a nurturing intercultural issues, a process that, atmosphere that makes them feel welcome multiplied many millions of times over, and makes the transition and cultural promises to vastly increase American global immersion easier. Peer coaching, assigning literacy”. Despite the increases in the an “American friend” to the international number of U.S. students studying abroad, student will be very beneficial for both the these students still represent a small American host student and the international proportion of total enrollment in U.S. higher student. education, estimated at close to 20 million students. Just over one percent of all U.S. Internationalization of Faculty students enrolled in U.S. higher education at Faculty international research and any academic level typically study abroad teaching activities range from personal and during any single academic year. Among professional experience, participation in students pursuing Bachelor’s degrees, only international conferences and networks, about 14 percent study abroad at some point short-term and long-term appointments as during their undergraduate programs (The visiting scholars or instructors. However Institute for International Education, 2011). many obstacles for internationalization of “Through innovative programs including faculty have been reported as well. These Fulbright, critical language awards and the obstacles include: lack of coordination and Benjamin A. Gilman International information related to available international Scholarship Program, American students opportunities, limited funding, have the opportunity to study abroad” said administrative policies and procedures, Ann Stock, Assistant Secretary (R) (The difficulties appointing faculty to temporarily Institute for International Education, 2011 replace those that leave to do research or p.1). teach abroad, inability to secure their jobs upon return, conflicting academic schedules International Students with the hosting institution, lack of support Universities cannot only focus on the staff. Research conducted by Dewey and academic needs of international students Duff, (2010) seems to support these views. ignoring important factors which are vital for their success (Tidwell and Hanassab, Conclusion and Recommendations 2007). A special support system for international students can be set in place in Altbach and Knight, (2006) conclusively the host American Universities. Universities stated: “Now Academe has regained its with large numbers of international students international scope and direction. The should have an office that offers services information ; the knowledge specially designed for them and a Dean for economy, increased mobility for students,

7 Three Effective Practices in Internationalization Cantu faculty, programs and providers; and an specific needs expressed by the international integrated global economy propel students like increasing financial aid internationalization. Internationalization assistance, creating scholarships, lowering will remain a central force in higher tuition, helping them get work permits and education, though its contours are unclear” part-time jobs, providing them with (p. 10). resources for options about affordable health In this paper a broad review of current insurance. literature in internationalization as a To improve the English skills of response to globalization was conducted. international students the creation of Three effective strategies taking place in conversational groups were suggested as American institutions were identified: study well as encouraging them to seek help at the abroad programs, recruiting international writing center. To improve their students and the internationalization of socialization it was suggested they create a faculty. These strategies were described club to promote friendships between along with their strengths and weaknesses. International and American students. Recommendations to improve these The recommendation of involving strategies include: the improvement of faculty in student abroad programs as accurate assessments on the specific advisors and program directors to learning outcomes of American students internationalize the faculty was proposed. who study abroad. When the author of this Making it a requirement for faculty to article participated in a graduate Fulbright become tenured will force faculty to be study program, the Fulbright commission more open to study and working abroad assessed our learning not just in the specific even for short terms. So will stipulating it in discipline we studied abroad, but also our a working contract during hiring procedures; broad knowledge and cultural understanding provided off course that the faculty receive of the host country before departing and the financial and administrative support or after returning. Similar and accurate other incentives to engage in international assessments will prove beneficial to measure collaboration and the cross-cultural learning outcomes of study abroad academic endeavors of their choice. programs. There is optimism in the creation of The creation of an office that offers future partnerships with foreign institutions services specially designed for international which promote internationalization. students with a Dean for foreign students However, we cannot disregard the many who can oversee these services will help barriers in the implementation of these improve services for international students. efforts. Additional recommendations to improve the conditions for international students include References promoting cross-cultural understanding, increasing involvement by providing more Adnett, N. (2010). The growth of opportunities to join the local community, international students and economic increasing the profile of the international development: Friends or students and their cultures on campus foes? Journal of Education Policy, through “International Student Week” and 25(5), 625-637. doi: by writing articles about them and their 10.1080/02680931003782827 country of origin in the University and local Altbach, P. (1998). The university as center newspapers. Other recommendations target and periphery. In Comparative

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Author

Maria P. Cantu, Doctoral Student, Dreeben School of Education, University of the Incarnate Word, 4301 Broadway, San Antonio, Texas 78209. [email protected].

MARIA PATRICIA CANTU was born in Bogota, Colombia (South America). She holds a Bachelor of Science Degree in Bacteriology from the Pontificia Universidad Javeriana (Bogota, Colombia). Maria is a former Fulbright Scholar at the Microbiology Graduate School, The University of Kansas at Lawrence, Kansas and a Cytotechnologist (C.T.) from the University of Texas Health Science Center at San Antonio. In addition she holds a Masters in Curriculum and Instruction from the University of Texas at San Antonio (Robert Noyce Scholar). She is currently a third year doctoral student at the University of The Incarnate Word (Higher Education).

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