Rationales Shaping International Linkages in Higher Education: A Qualitative Case Study of the ASU-ITESM Strategic Alliance by Monica Irene Camacho Lizarraga A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved June 2011 by the Graduate Supervisory Committee: Carlos J. Ovando, Chair Maria T. Allison Caroline S. Turner ARIZONA STATE UNIVERSITY August 2011 ABSTRACT This qualitative case study examines the rationales of the relationship between Arizona State University (ASU)—an American public research university—and Tecnológico de Monterrey (ITESM), a Mexican private not for profit research university. The focus of the study is to document the different meanings participants attached to the rationales of this international inter- university relationship. The conceptual framework draws from internationalization of higher education and interpretive policy analysis literature. Qualitative methodologies were utilized in both data collection and analysis. Data consisted of institutional policy documents, a ranking survey, and semi-structured interviews with faculty, administrators, and senior leadership from both universities. This study demonstrates that the rationales of the ASU-ITESM relationship are complex and dynamic. They have a function (e.g., declared, interpreted, enacted) and meanings attached (e.g., type, scope, and priority). Declared rationales were expressed in an ideal state in institutional policy. Those were interpreted by the participants according to their individual sense-making framework, thus becoming the interpreted rationales. Participants acted upon such understandings; these enacted rationales refer to the real rationales shaping the inter-university relationship. Findings also show there were three different categories of meanings participants attached to rationales, based on their type, scope and priority. In terms of type, rationales took the form of values, interests and needs, or expected i benefits; they can also be academic, economic, political, or social/cultural. In scope, rationales are broad or specific addressing the relationship overall or specific initiatives within; they target individual, organizational, or societal levels. As for priority, participants interpreted and acted upon rationales with high, moderate or low importance influenced by their job position (e.g., faculty, administrators, senior leadership). In addition, findings reveal the key characteristics and contextual factors of the ASU-ITESM relationship. Participants recurrently refer to it as a strategic alliance or partnership, stressing atypical aspects of its formation, approaches, and comprehensiveness. Emerging evidence suggested factors of both regional macro- context and organizational mezzo-context that may facilitate or hinder the advancement of the relationship. The study concludes with a discussion on the contributions of this investigation to the field of international education and remaining future research implications. ii To my family: Jose Luis, Irene, Dulce, Marcela, Jose Luis Jr., Renee, and Jose Angel: Your love and support keep me going. To Eva (+), Nachita (+), and Yolanda (+): In your wisdom and courage, I find my inspiration. To Derzu, Diego, Javier, and Taina: You are the next generation. iii ACKNOWLEDGMENTS First and most of all, my gratitude goes to the 20 anonymous participants from both Arizona State University (ASU) and Tecnológico de Monterrey (ITESM). Their experiences and knowledge were instrumental to this study. Each and every interview helped me to see with new eyes the complex task of internationalization of higher education. Indeed, our conversations caused me to examine my own views on internationalization, globalization, and the university system. During this process, I received generous support for my dissertation Chair, Dr. Carlos Ovando, who conducts research and teaching that embodies what it means to be multicultural in the 21st century. I greatly appreciated all the freedom he granted me while conducting this study; above all, his mentoring greatly helped me to navigate academic life in a bi-national (Mexico-United States) context. I often walked away from our meetings not only with food for thought but also literally in hand with a fruit and a cup of the best coffee in town. My deepest gratitude goes to Dr. Ovando for taking me under his wing from Day One. I also wish to thank the members of my dissertation committee for their support while I completed this project. The courses and research work of Dr. Caroline S. Turner expanded my understanding of university leadership and diversity in higher education. The vision of Dr. Maria T. Allison on complex and complicated interactions in universities has inspired my understanding of the phenomenon under study. I also thank Dr. Allison for her passionate leadership in the Preparing Future Faculty program, which I had the great opportunity to participate in during my doctoral studies. iv I am grateful to Dr. Amira de la Garza, who welcomed me in her class of qualitative methods, my first in the doctoral program. I had the best possible start- up with a professor as inclusive as she. In addition to the support of prominent individuals, this project was possible because of several institutions and organizations from both sides of the border. First, I thank the National Council of Science and Technology (CONACYT) in Mexico for the granting me the scholarship for the doctoral degree. My gratitude equally goes to ITESM and ASU. Tecnológico de Monterrey awarded me with a leave of absence and the role of liaison to their strategic partnership with ASU. At ASU, I thank several units: Mary Lou Fulton Teachers College of Education awarded me a Fellowship Block Grant in 2010 in conjunction with the Graduate College; ASU-Skysong provided me with the space and facilities to conduct my research; and the Graduate Professional Student Association awarded me with research funds to support the data collection of this investigation. Finally, I want to thank my family for their continuous support. I thank my parents, José Luis and Irene, for their unconditional love and for their greatest gift of all: Freedom to pursue my dreams. My younger sister, Marcela, took care of my house and so many other things so I could come to ASU; only you could make me laugh in my darkest hours! I thank Dulce—the big sister—for being a wonderful cheerleader and her husband José Angel for always caring about me. Also, my brother José Luis Jr. and her wife Renee for making me feel that I was never that v far away. Last, my adoptive family in Arizona, the Zunigas, always offered to help me when I needed it the most. I thank all dear colleagues and friends who accompanied me these years in the doctoral program. My friend, roommate, and Sonoran sister, Silvia Cecilia, infused her passion for knowledge and service in me. I will remember her generous advice and also the work sessions, conferences, and ethnic foods that we shared all these years. I thank my friend Erika, whom I admire for her intelligence and solid principles. Elizabeth, my first American friend, is a kind soul and a woman of many gifts. Anthony and Yoonhee, your friendship was a balm during the last stretch. I thank my dear CONACYT fellows: Jorge, Luis, and Marco; we walked together a long way! Many thanks for providing me with moral support all these years to Azalia; you had the faith that I would accomplish this dream, even when I doubted. The year you lived in Arizona was the best! Silvia M., always concerned for my development and growth, you insisted that I earn a Master‘s…; look at what you did! Dalia, your courage and spirituality inspired me through difficult times. Last, I thank my friends of the ―Jueves‖ and ―Sur‖ social groups in Monterrey, Mexico: All of you made my hometown visits a delight. As promised, the time to renew my membership has come. vi TABLE OF CONTENTS Page LIST OF TABLES ............................................................................................... xiv LIST OF FIGURES ............................................................................................. xvi CHAPTER 1 INTRODUCTION .........................................................................................1 Background of the Study .............................................................................2 Globalization, Internationalization, and Higher Education .............2 A Bi-national Context for Cooperative Arrangements in Higher Education ...................................................................................3 Problem Statement and Purpose of the Study ..............................................4 Research Question and Conceptual Framework ..........................................5 Potential Contributions ................................................................................6 Limitations of the Study...............................................................................7 The Researcher.............................................................................................8 Relationship of the Researcher and Case-of-study ..........................8 Relationship of the Researcher and Participants ..............................8 2 LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK ..............9 Globalization: Tensions and Contradictions ................................................9 A Changing Environment for Higher Education ...........................12 Effects at the Nation-State Level: Education