A Handbook for Advancing Comprehensive Internationalization
by christa l olson madeleine F Green and Barbara A Hill Funded by the Ford Foundation |
Internationalization Strategies Revisited: Main Models and
internationalisation is addressed The following section presents the main theories used in research on the internationalisation process In section 4 the different IMs are presented and characterised Finally the conclusions are drawn and lines for future research are suggested The Internationalisation |
Three Effective Strategies of Internationalization in
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 globalization |
In higher education research internationalization is described as strategies by which colleges and universities respond to globalization. The objective of this paper was to review some of the current literature on internationalization in Higher Education.
For exam-ple, for some institutions, recruiting and integrating international students into their communities are the dominant strategy for internationalization, and in their discourse, internationalization will refer primarily to those activities. For others, study abroad See Green, M. and Olson, C. (2003).
A set of attributes or determinants in the internationalization process were identified as well: international strategic orientation (ISO), entry mode selection (EM), competitive advantages (CA), internationalization barriers (IB), and the role of R&D [7,8,11,12,14,15,19,22]. ... ...
Key challenges for the future direction of internationalization are identified in this paper. 1. Introduction The lack of necessary specialties, low-education, low-consciences, sciences and technologies are extremely important problems in today’s societies.
by christa l. olson, madeleine F. Green, and Barbara A. Hill Funded by the Ford Foundation goglobal.fiu.edu
As will quickly become apparent to the reader, this handbook draws on the work of many institutions. In developing institutional networks and multi-institutional projects, ACE sought to develop communities of shared interests and mutual learning. The many colleges and universities that have participated in ACE activities over the last decade are li
is difficult, if not impossible, to undertake an examination of inter-nationalization without encountering confusion and disagreement about the use of terms. Many commonly used words in this field mean different things to different people, and convey different approaches and philosophies. There is no single term that covers all the concepts encompa
new programs with international themes international content infused in existing courses international language/culture study Area or regional studies Joint or double degrees goglobal.fiu.edu
Active involvement of international students Engagement of returned study abroad students Using classroom diversity in pedagogy virtual student mobility for joint courses Use of international scholars and teachers Use of local international/intercultural experts integration of international, intercultural, and area studies, role plays, and referenc
international/domestic student clubs and associations international/intercultural campus events goglobal.fiu.edu
Student involvement in local cultural and ethnic organizations through internships, applied research, and service learning involvement of representatives from local cultural and ethnic groups in teaching/ learning activities, research initiatives, and extracurricular events and projects internationalization Abroad goglobal.fiu.edu
Students studying abroad for a year, a term, or less Student service learning or internships abroad Student exchanges and research Faculty exchanges for teaching and research Faculty technical assistance/consulting abroad Faculty sabbaticals/professional development abroad goglobal.fiu.edu
programs offered through international linkages and partnerships Credit awarded by institution abroad Degrees awarded by institution abroad Joint degrees awarded goglobal.fiu.edu
institution has physical presence in country abroad Branch campuses, stand-alone institutions, centers Franchise campuses goglobal.fiu.edu
Capacity-building projects, such as joint course or curriculum development, research, benchmarking, technical assistance, professional development, e-learning platforms, etc. projects and services as part of development aid projects, academic linkages, and commercial contracts Adapted from Knight, J. internationalization: Developing an institutiona
any new direction at a higher education institution requires careful attention to pro-cess. It is an art, not a science, and complexities arise from the history and culture of the institution, external and internal pressures, competing constituen-cies, and unforeseen occurrences inside and beyond the institution.5 Anyone who has worked on strategic
Essential to developing an internation-alization strategy is a leadership group composed of faculty, administrators, and at some institutions, students. Thus, institu-tions working with ACE created an entity that was often called an internationaliza-tion team, but they also used other labels, such as leadership team, working group, or task force. T
The internationalization team’s ability to move the agenda forward depends con-siderably on its legitimacy in the eyes of stakeholders throughout the institution and on whether the team members will be able not only to generate ideas but also to engage others in their work. Consequently, internationalization teams vary in size and composition from
For the work of the internationalization team to have maximum impact, senior administrative leaders must lend the effort their visible, tactical, and structural sup-port. This support can take many forms, such as having the president routinely speak publicly about the internationaliza-tion effort and include it in cabinet-level discussions. Or the
Over time, the work of the team will evolve. Depending on where an institu-tion starts, the early work of the interna-tionalization team may include conducting an internationalization review, developing global learning outcomes, and developing recommendations or an internationaliza-tion plan. This work may take up to two years. As the team shifts i
Laying the groundwork for an internation-alization initiative is crucial to a successful effort. Instead of immediately beginning to develop global learning outcomes or con-ducting an internationalization review, an institution will generally need to explore some basic issues. Why internationalize? How does internationalization fit with our mission
Language usage is so important that we began this handbook with “A Note to the Reader About Terminology” to draw atten-tion to these issues. Language differences may reflect philosophical differences, and, if left unattended, they can undermine the work of the internationalization team. To spend time in the team process debating whether the institu
To give a clear sense of overall direction to the team’s work and enable the team to assess the institution’s international work to date, the institution needs well-articulated internationalization goals. If the institution does not already have an internationaliza-tion vision or a set of goals in this area, the team can draft those goals by gather
From the outset, the internationalization team should consider how it will com-municate its work to a broader campus audience and engage faculty, staff, and students in meaningful discussion of its work as it unfolds. This communication can take the form of open forums and/or conversations at the department or college level or within governance com
Assessing student learning is not a new idea; however, applying learning outcomes and assessment principles to internation-alization is a relatively recent practice. The first essay of this series, Building a Strategic Framework for Comprehensive Internationalization, articulated many reasons to approach internationalization through learning outcom
Institutional progress in establishing a cul-ture of assessment is uneven nationally, with some campuses well on their way and others slower to build acceptance and create facilitating structures. The interna-tionalization team will need to determine the extent to which their institution has a culture of assessment and a commitment to assessment. O
This section describes the assessment cycle and gives an overview of the issues that teams need to consider as they plan their assessment strategy. “Connecting Global Learning with an Institution-Wide Assessment Strategy” shows how one insti-tution, Kennesaw State University, orga-nized itself for the entire assessment cycle. “Planning for Learning
The institutions working with ACE on global learning have approached the articulation of learning outcomes in many ways, but in each case the international-ization team attempted to strike a balance between efficiency and inclusiveness. Although internationalization teams ulti-mately did most of the work, they dis-covered the value, and in most cas
One process of drafting global learning outcomes is to use or adapt a pre-exist-ing list of them from an external source. San Diego Community College (SDCC) started with a list that the district-wide international education committee had adapted from one created by the Stanley Foundation (see Appendix D). Building on prior work creates efficiencies
Ability to see contacts among societies in terms of mutual (though not necessarily symmetrical) interactions, benefits, and costs. Ability to look at other societies in a comparative context and to look at one’s own society in the context of other societies. Ability to understand the historical construction of differences and similarities among gro
Using photos of various places around the world. Analyzing an international web site for information. Converting values from British (U.S.) to metric systems. Referring to developments in your field that come from outside the USA. Level 2 One unit in the course is internationally oriented. Examples: Teaching a unit on international marketing in a
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internationalisation Conceptual issues of globalisation and internationalisation This paper is built around the two key concepts of globalisation and internationa-lisation, for which an upfront understanding of subsequent discussions is crucial De Wit (2011) argues that both globalisation and internationalisation are complex
2 1 Introduction 3 1 1 Background 4 1 2 Methodology 5 2 Analysis 7 2 1 International SMEs 8 2 1 1 International business activities 8 2 1 2
internationalisation are emerging (e g transnational education sometimes delivered through off-shore campuses, joint programmes, distance learning, etc ) and suggest a more far- reaching approach, especially where higher education is now seen as an integral part of the
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