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A Global Comparison of Internationalization Support Characteristics Available on College of Pharmacy Websites

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A Global Comparison of Internationalization Support Characteristics Available on College of Pharmacy Websites American Journal of Pharmaceutical Education 2019; 83 (3) Article 6592. RESEARCH A Global Comparison of Internationalization Support Characteristics Available on College of Pharmacy Websites Ines Nunes-da-Cunha, PharmD, MSc,a Fernando Martinez Martinez, PhD, PharmD,a Fernando Fernandez-Llimos, PhD, PharmD, MBAb a Faculty of Pharmacy, University of Granada, Granada, Spain b Institute for Medicines Research (iMed.ULisboa), Faculty of Pharmacy, University of Lisbon, Lisbon, Portugal Submitted June 16, 2017; accepted September 20, 2017; published April 2019. Objective. To compare the information regarding entry-level pharmacy degree programs available on college websites worldwide from the perspective of international students. Methods. Data on pharmacy colleges and schools were extracted from the Official World List of Pharmacy Schools on the International Pharmaceutical Federation (FIP) website. The website of each pharmacy college was accessed and the content was analyzed. A scoring method was created to compare the websites. Results. Of the 1839 pharmacy colleges listed worldwide, 246 had no website. Approximately half of pharmacy colleges with websites did not have a complete English version of their site. Academic information considered important by students, including the course syllabi, admission requirements, program costs, and a faculty directory, was not available on 73%, 44%, 65% and 43% of the websites, respectively. The websites of pharmacy colleges in Oceania, North America, and Europe provided the best information for international students, with these regions scoring an average of 9.2, 8.8, and 6.7, respectively out of 12 points. In comparison, pharmacy colleges in Central Asia and East and Southeast Asia scored an average of only 0.2 and 1.5 points, respectively. Conclusion. There are still a high proportion of global colleges of pharmacy without websites. Also, the quality of pharmacy colleges’ websites is unevenly distributed around the world. To fulfill the information needs of international students, pharmacy colleges should provide an English version of the website and include at least a complete syllabus of all the courses, financial information (costs and grants), a complete faculty directory, and all the administrative requirements for application and by guest on September 30, 2021. © 2019 American Association of Colleges Pharmacy enrollment. Keywords: websites, globalization, international students, pharmacy colleges, higher education INTRODUCTION dents are interested mainly in study plans, facilities, The global rise of the internet has increased the building locations, registration information, and ad- http://www.ajpe.org number of websites that are used as sources of infor- mission requirements.8 mation. Many Universities have followed this evolu- Previous literature has demonstrated the importance tion by creating websites that give prospective students of university websites in the process of selecting a college. their first impressions of the schools.1-3 Universities Prospective students trust information provided on a col- and colleges now use websites as highly influential re- lege website and will use this information to help them 4-6 Downloaded from cruitment tools. These university websites provide decide whether to apply to that college. Majors and tu- information about the schools’ courses, educational ition, followed by ranking, size and location, were the programs, and online learning facilities and assign- most commonly searched information items on college 7 ments. Students are mainly interested in study plans, websites.9 timetables, and examination grades. Prospective stu- The 2010 E-Expectations Report indicated that one in four students reported removing a school from their Corresponding Author: Fernando Fernandez-Llimos, prospective list after a bad experience with that school’s Department of Social Pharmacy, Faculdade de Farmacia, Universidade de Lisboa, Avda. Prof. Gama Pinto, 1649-019 website, and 92% reported that “they would be disap- Lisbon, Portugal. Tel. 1351 217946400. E-mail: f-llimos@ff. pointed with a school or remove it entirely from their ul.pt list if they didn’t find the information they needed on 393 American Journal of Pharmaceutical Education 2019; 83 (3) Article 6592. the school’s Web site.”2 A list of academic programs or not provide entry-level degrees for pharmacy were re- degrees and academic program details were the two most moved from the list. valued types of content (28.3% and 18.6% of the stu- By means of a Google search, the existence of a dents, respectively).2 In the 2014 E-Expectations Re- pharmacy college website for each college was investi- port, prospective students (77%) and their parents gated. Following previously published standards, a cate- (69%) rated college websites as the most influential re- gorical web content analysis, including textual and visual source when searching for a college.6 Schimmel and contents whether in plain text or embedded in other files colleagues found that 94% of students examined the (eg, PDFs, movies), was performed.23-25 With this con- website before considering a school, and that the web- tent analysis, a systematic qualitative and quantitative site’s content was important in their decision-making evaluation of the information provided on each website process of which institution to attend.10 Students indi- was completed.24 Data regarding which language(s) the cated that information about programs, course availabil- website was in, what information was available on the site ity, location, and accreditations were the most important (eg, course syllabi), and the quality of the information aspects of schools’ websites, and that this information available were collected from each college website in should be accessible from the homepage.10 2014. A website was considered to contain all syllabi if Over the past 30 years, internationalization in higher no more than five course syllabi were unavailable. Addi- education has increased11,12 and can be assessed by the tional information about the colleges and their positions institution’s capacity to attract students who want to in ranking lists was obtained from the Academic Ranking study abroad.13-15 The main reasons for the internation- of World Universities 2015.26 A content analysis of web- alization of institutions of higher education include sites with content written in English, Spanish, French, improving student preparedness, internationalizing the Portuguese, Italian, or German was performed. Next, curriculum, and enhancing the international profile of the websites were grouped according to the world region the institution.16,17 University websites also were the in which they were located.27 primary source of information about these institutions To compare websites quantitatively, a scoring for international students.18 Students’ experiences with method was created. Based on the content valued by stu- university websites was reported as one of the most- dents in previous studies, we assigned one point to each influential factors in their decision to apply to a particu- of the following items of information available on the lar university.19 Noel-Levitz reported that the top five website: degree granted, credits/hours required for items searched on college websites by prospective in- the degree, the head of the college, faculty directory, ternational students were academic programs/majors, admission requirements, tuition, pharmacy careers, pro- cost, scholarship information, financial aid, and admis- fessional competencies and outcomes, and curriculum by guest on September 30, 2021. © 2019 American Association of Colleges Pharmacy sions information.19 In addition, university websites act information. Syllabi, when on the website, were scored as a source of information for international students according to quality, with one point for websites that throughout their study abroad experience.20 were weak and only had partial syllabi available, Pharmacy education is not an exception in the inter- and two points for websites that had complete and “rich” nationalization of higher education, and pharmacy stu- syllabi. A complete and rich syllabus was defined as one http://www.ajpe.org dents have demonstrated interest in having international that, in addition to a description of course content, pro- educational experiences.21 Thus, the purpose of this study vided information about course goals (competencies) was to compare information about entry-level pharmacy and objectives (skills, knowledge and attitudes that stu- degree programs available on college websites from the dents need to acquire), units/time required and prerequi- perspective of international students. sites/co-requisites, how to contact instructors, learning environment (facilities and teaching methods, required Downloaded from METHODS and recommended texts, and materials and attire), time Institutions providing pharmacy education have schedule/course plan, assessment methods, technical different designations around the world (ie, colleges, classroom, and college policy information.28 If the web- schools, faculties). In this study, we used the term “col- site also had the information available in a foreign lan- leges” to refer to all such higher-education institutions. guage, we assigned one extra point. The maximum Information about all of the colleges of pharmacy in the (ie, best) score possible for a college was 12 points. world was collected from the Official World List of Phar- For each country with pharmacy
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