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Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization

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Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization 70 Global Education Review (4)4 Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization Dawn Richards Elliott Texas Christian University Abstract This article develops the claim that the Teacher-Scholar Model (TS), which is used by Institutions of Higher Learning (IHL) to evaluate faculty worktime, is ill-suited for the strategy of comprehensive internationalization (CI). CI aims to enhance global learning by offering academic and non-academic opportunities for greater student engagement with international people and organizations. Because of lower transactions and other costs related to non-research academic collaborations with international organizations and people, they have the potential to expose large numbers of undergraduate students to global learning opportunities. Nevertheless, because the TS Model frequently prioritizes research, this type of collaboration is likely to be discouraged. The basis of research prioritization is the contested association of scholarship with better teaching, and more recently evidence-based practice. This article considers some of the consequences of this prioritization for aspirational learning models such as CI. It proposes an update to the TS Model given the conclusion that even in cases where global learning is enhanced, and collaborators’ goals are realized, the TS Model is likely to undervalue faculty work, which threatens to undermine the academic component of CI. The proposed update, the Teacher Scholar- Practitioner Model, (TSP) is consistent with evidence of complex knowledge flows between practice, scholarship, and teaching. This evidence confirms that like research, practice activities can lead to original knowledge and can inform scholarship and teaching. Innovative adaptations to the TS model are explored as guides for advocates of CI. Keywords Teacher-scholar model, comprehensive internationalization, globalization, global learning, international research collaborations, higher education Introduction work and live in this more integrated world. According to Professor David L. Di Maria, 75% Institutions of higher learning (IHL), the focus of states in the USA either have, or are pursuing of this article, have taken up the mantra with the resolutions to internationalize education, (2015). ______________________________________ Corresponding Author: These are in response to globalization; the Dawn Richards Elliott, Texas Christian University, increased mobility, and interconnectivity of Scharbauer Hall 4110, TCU Box 297200, Fort Worth TX 7619 people, goods, and resources. Internationalizing Email: [email protected] education, it is hoped, will prepare students to Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Elliot, Dawn R. (2017). Bye-bye teacher-scholar, hello teacher-scholar? Possibilities and perils of comprehensive internationalization. Global Education Review, 4 (4), 70-85. Possibilities and perils of comprehensive internationalization 71 strategy of comprehensive internationalization polices; a Haitian nonprofit organization; and (CI). CI is “a commitment, confirmed through thirty ultra-poor persons with disabilities. The action, to infuse international and comparative next section explores why, even in cases where perspectives throughout the teaching, research, stakeholder outcomes are achieved, the TS and service missions of higher education,” model threatens the CI vision. It makes the case (Hudzick & McCarthy, 2012, p.2). This article for an update to the TS model, and using the does not explore the appropriateness of the CI case study illustrates how the proposed TSP response to globalization. Instead, it explains (Teacher Scholar-Practitioner) Model can be why the CI strategy is undermined by the more inclusive in the valuation of faculty popular TS Model. The TS Model is a merit worktime. The illustration demonstrates how the system which is used to evaluate faculty work TSP Model can also protect traditional ideals of along three dimensions; teaching, research, and scholarship from the marginalization some fear service. It is widely recognized that in the TS will accompany the more popular, Boyer- Model research and teaching are weighted more inspired perspectives on scholarship. heavily than service, and research is often more Conclusions include recognition of challenges heavily weighted than teaching. In recent years, and suggested changes. IHL’s have turned to international research- collaborations. The hope is that these will Comprehensive identify social policies for global development Internationalization meets Global that are scientifically credible. The underlying Learning: A case study assumption that research and publications are a CI strives to enhance global learning by helping causal source of knowledge poses several students acquire the “knowledge, skills, and challenges for new priorities such as CI. attitudes...to understand world cultures and Compared to non-research collaborations, events, analyze global systems, appreciate international research collaborations are long- cultural differences,” and “apply this knowledge term in focus, expensive, and subject to powerful and appreciation to their lives as citizens and regulations. They serve few students directly, workers,” (Hudzik & McCarthy, 2012; AAC&U, mostly those in graduate programs at top-tier 2007; Hadis, 2005; Engberg, 2013). Global research institutions. By implication, learning priorities and activities are nothing new international research collaborations are less for IHL. On-campus curricular and co-curricular friendly to scaling global learning across IHL’s. activities, the recruiting of foreign students and Non-research international collaborations while employees, study abroad, and international simpler to pursue, and potentially more service-learning projects all predate the CI inclusive are demanding of faculty time. strategy. In global health, global learning is hard Worktime that does not lead to research to avoid; and in social science specializations products and the potential for prestige are less such as economics, it is becoming harder to valuable. The undervaluation of faculty avoid global learning as focus and worktime can undermine the goals of CI, as it methodologies evolve, (Cook, 2010). can for other socially-aspirational models of Nevertheless, advocates for CI emphasize the teaching such as service learning, and research limits of costly programs such as study abroad, such as community based research which can be and the ad hoc, perhaps untested, efforts by methodologically distinct. This article which faculty which are also difficult to account for. proposes a solution, includes a case study These efforts, the argument goes, are insufficient involving: undergraduate students enrolled in an for assuring global learning. This is perceived as economics class on economic development a problem for students graduating from IHL theories, and another on economic development given recent waves of globalization. The 72 Global Education Review (4)4 globalization-induced urgency for CI co-exists Persons with Disability from Haiti. I accepted with the resurgence of calls for IHL’s to make the accompanying $25,000 GI grant and the substantive contributions to society; enhance associated charge to work to advance the GI’s social justice and support community mission in ways that could achieve one or more development through collaborative efforts that of the four learning outcomes for student’s in a promotes citizenship, and reduce inequality, development theory and a development policy (Altbach, 2008; Harkavy, 2006; Hooper, 2016). class I routinely teach. The grant was used to From 2013 through 2016 I was part of a develop a non-research collaboration with team in pursuit of global learning at Texas Fonkoze, a Haitian Microfinance and Christian University (TCU). This five-year “$2.8- development Non-Government Organization million plan was designed to bring the world to (NGO). Fonkoze agreed to collaborate on a small TCU and transform learning at TCU by infusing pilot involving thirty persons with disabilities international perspectives throughout the using a modified version of their adoption of the institution,” (Kucko, 2005). The plan was linked Graduation Program. The modification involved to quality enhancement accreditation goals a blending of core features of the Graduation (QEP). It anticipated student learning through Program with those of More Than Budgets four pathways: Ethical Interconnected Impact, (MTB). Four core features of the Graduation Informed and Leading Edge Inquiry, Program were used: (1) training in two Interculturally Competent Impact, and Global participant selected income-generating Community Engagement, (QEP, 2012; pp. 7). activities; (2) transfer of the assets needed to Five new QEP programs were added to the start the two informal income-generating university’s long-standing study abroad activities; ( 3) weekly case management; and (4) program; Global Innovator, Virtual Voyage, temporary consumption stipend, (Abed, 2015). Visiting Scholar, Local/Global Leaders, and Typically, the Graduation Program was Global Academy. Four learning outcomes for restricted to able-bodied women
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