Internationalization: The Challenge for the 21st Century ... · 1 Internationalization: The...

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Internationalization: The Challenge for the 21st Century University VIRGINIA ASSOCIATION OF CRIMINAL JUSTICE EDUCATORS FALL 2011 CONFERENCE October 8, 2011

MAXINE SAMPLE, PHD Director of International Education

Virginia State University Dr. George H. Bennett Office for International Education

Petersburg, VA 23806 [email protected]

Internationalization: The Challenge for the 21st Century University M. Sample

AGENDA

I.  A Common Language

II.  Past National Trends at US Universities

III.  Mapping Internationalization at HBCU:

The ACE Project

IV.  Getting Discipline-Specific

V.  Wrap-up

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Internationalization

International or global education - learning opportunities that are designed to help students understand other cultures and nations; communicate across borders; and acquire an understanding of the cultural, social, and political systems of other countries and regions, and the global forces that are shaping the world.

The term internationalization refers to institutional efforts to integrate an international, global, and/or intercultural dimension into the teaching, research, or service functions of an institution.

See Building a Strategic Framework for Comprehensive Internationalization, American Council on Education (2005) for more discussion of definitions.

Internationalization = Process for Change


from “Survey on Internationalization of U.S. Higher Education,” American Council on Education

Internationalization at U.S. Colleges and Universities


Founded in 1918, the American Council on Education (ACE) is the only higher education organization that represents presidents and chancellors of all types of U.S. accredited, degree-granting institutions: community colleges and four-year institutions, private and public universities, and nonprofit and for-profit colleges. ACE represents the interests of more than 1,600 campus executives, as well as 200 leaders of higher education-related associations and organizations. Together, ACE member institutions serve 80 percent of today's college students.

Role of the American Council on Education (ACE) http://www.acenet.edu

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Internationalization Laboratory: Participating institutions conduct a review of their goals and internationalization strategies, develop strategic action plans, and share their learning with other member institutions. As the institutions assess their progress toward comprehensive internationalization and share knowledge, they also help to further refine the ACE internationalization review process.




2007–2008 Cohort Appalachian State University (NC) City University (WA) Seton Hall University (NJ) SUNY College at Cortland (NY) SUNY University at Albany (NY) University of Kentucky University of Wisconsin Stout Western Kentucky University

2006–2007 Cohort Arcadia University (PA) College of Charleston (SC) New Mexico State University Park University (MO) The University of Iowa

2005–2006 Cohort Boise State University Northern Virginia Community College Pace University University of Denver

2004–2005 Cohort Indiana University–Purdue University Indianapolis Pacific Lutheran University (WA) Park University (MO) St. Marys University (TX) University of South Florida University of Wisconsin–Madison

2003–2004 Cohort California State University, Sacramento Fairleigh Dickinson University Fordham Business Schools Kalamazoo College Kansas State University

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American Council on Education (ACE)

•  Surveys of U.S. colleges and universities on their policies and practices in furthering internationalization – 2001, 2006, and 2011 (in process)

•  Only comprehensive source of data on internationalization in U.S. higher education institutions

•  Reports on internationalization of cohorts of institutions working to transform themselves


Source: Mapping Internationalization on U.S. Campuses, American Council on Education, 2008

Internationalization: The Challenge for the 21st Century University Dr. M. Sample


ACE SURVEY HIGHLIGHTS for 2006 (2,746 institutions/response rate of 39 percent)

It is possible for students to graduate without any exposure to international/global issues.

•  Fewer institutions required a course with an international or global focus as part of the general education curriculum (37 percent in 2006) than five years earlier (41 percent in 2001).

•  Of those institutions with such a requirement, the proportion with a “non-Western” course requirement dropped from 62 percent in 2001 to 50 percent in 2006.


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The Decline of Foreign Language Study

•  Institutions were less likely to have undergraduate foreign-language requirements for graduation for all or some students in 2006 (45 percent) than in 2001 (53 percent).

•  Less than one in five (16 percent) had a foreign-language graduation requirement for all undergraduate students.









Conclusion:

Overall, internationalization does not permeate the fabric of most institutions; it is not yet sufficiently deep, nor as widespread as it should be to prepare students to meet the challenges that they will face once they graduate.

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Conclusion: Internationalization is not a high priority on most campuses. •  In 2006, just 39 percent of institutions made a specific reference

to international or global education in their mission statements, and 34 percent listed it among their top five strategic priorities (although that is up from 28 percent in 2001).

•  Forty-four percent had a task force that worked solely on advancing internationalization efforts.

•  Slightly more than half (52 percent) reported that they highlighted international or global education programs and opportunities in their recruitment literature.

•  Only 23 percent had a separate plan that addresses institution-wide internationalization.





Colleges and universities were increasingly creating opportunities for students and faculty to enhance their knowledge and skills in internationalization.

Although student participation remains low, the vast majority (91 percent) of institutions offer study abroad opportunities, a 26 percent increase from 2001; and about one-third (31 percent) offer internships abroad, a 9 percent increase from 2001.

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Increased opportunities for students and faculty to enhance their knowledge and skills in internationalization.

The most likely investments in faculty: •  Support for those leading study abroad programs (58

percent). •  Provision of funding for faculty to travel to meetings

or conferences abroad (56 percent). •  Support for faculty to study or conduct research

abroad (39 percent). •  Hosting of visiting international faculty (39 percent).

Creating Global Citizens: Exploring Internationalization at HBCUs

HBCU Cohort Institutions:

  Dillard University   Howard University   Lincoln University of Missouri   North Carolina A & T   Savannah State University   Tuskegee University   Virginia State University

AMERICAN COUNCIL ON EDUCATION


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Scope of Project: Selected HBCUs work with an ACE project team over the next two years to advance campus internationalization.

  audit of their international activities

  strategies to ensure their graduates have opportunities for global learning

  research on factors that enhance and impede internationalization at HBCUs

Funded by U.S. Department of Education with 35% match by ACE.




Project Goals:

  Identify factors that enhance and impede the internationalization process at HBCUs

  Disseminate findings gleaned from the project to the wider HBCU community

Research Questions:   What strategies are HBCUs currently using to internationalize?   What factors impede or enhance the internationalization process at HBCUs?   To what extent does the ACE internationalization review and planning process assist HBCUs in building capacity for sustainable internationalization?



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Phases of Project:

1 - Application / Selection Process (√ )

2 - Institutional Engagement   HBCUs: Institutional Internationalization Review and Strategic Planning Process   ACE Project Team: Guidance & Learning via monthly calls, campus visits, resources, and networking

3 – Documentation of key findings (Report to ACE)

4 - Dissemination   Institute on Internationalization at HBCUs   On-line publication





Deliverables: Participating HBCUs must…

  Establish Internationalization Team ( √ )

  Undertake Institutional Internationalization Review that catalogs and analyzes current practices and Compile Data on Internationalization Practices ( √ )

  Submit Internationalization Report to ACE

  Develop a COMPREHENSIVE Strategic Internationalization Plan that reflects TRANSFORMATIVE change at the university

NOTE: Plan must include student global learning outcomes and method(s) of assessing learning outcomes and internationalization process


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The Next Step(s) for Virginia State University

Step 1: Commitment from Administrative Leadership: Recommendations:   Articulate internationalization as a prioritized,

intentional, long-term institutional process that will transform the university

  Provide internationalization team with formal charge   Provide internationalization team with visibility and

resource support   Communicate support of the team’s work





Step 2: Begin institutional internationalization review: Recommendations:   Assist team leaders in identifying resources needed for education and training of team members (copy budget, publications not available as e-texts, retreat, incentives, etc.)   Establish timetable for data gathering and completion of draft reports


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Step 3: Address staff / space needs: Recommendations:   Critical need for Administrative Assistant for Office for International Education   Support staff for labor intensive services   Adequate space for effective operation





Step 4: Address challenges that may slow/impede progress:

  Institutional Climate   Institutional Structure  Politics and Working Dynamics

Recommendation: Education / Awareness Campaign


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•  Diverse faculty and student population

•  International student enrollment plan with incentives for international student enrollment

•  Office of International Student Affairs to address international students’ needs

•  Establishment of international alumni chapters

What Would an Internationalized Campus Look Like? Campus Indicators for VSU:


An Internationalized curriculum: 1.  Global learning outcomes at every program

level; 2.  Global perspectives in each discipline; 3.  Collaborative course development across

disciplines in ways that bring the world into the classroom and address global issues cross-culturally



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•  Campus programming that is internationally focused, including cultural activities organized by student organizations

•  International forums and conferences as a regular part of academic activities

•  Greater dissemination of information about international issues; publications that reflect institutional awareness



•  Students with more foreign language facility

•  Graduates who are competitive in a global workplace

•  Greater dissemination of information about international issues; publications that reflect institutional awareness



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•  A university that is connected globally through partnerships, projects, programs, and networking

•  Increased faculty collaboration with international partners

•  Increased recruitment by international companies and international universities


•  Fiscal operations and flexible management policies that accommodate international projects

•  Policies that will allow students to use overseas experiences to satisfy program requirements



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…Infusion of international ideas and perspectives into every aspect of the university

What Does An Internationalized Campus Look Like? Campus Indicators for VSU:



Internationalizing Your Academic Program

International/Global Competencies:

As your students leave your university wearing the cloak of your discipline, what do they need to know and to be able to do in order to compete successfully in the culturally diverse global workplace that awaits them?

What attitudes will they bring to their interactions with others? What perspectives will enhance or impede effective communication with others?

What experiences will they have had to help them navigate the cultural landscape that will come with employment/job responsibilities that intersect with international communities at home or abroad?

What languages other than their own will they know?

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International/Global Competencies (Examples from universities that have moved toward comprehensive internationalization)

KNOWLEDGE •  World geography and global environment •  Complexity and interdependence •  Historical forces •  Own culture and history •  One other culture and history

EFFECTIVE COMMUNICATION •  Second language •  Intercultural communication concepts •  International business etiquette •  World diversity of values, beliefs, ideas



International Competencies (Examples from universities that have moved toward comprehensive internationalization)

SKILLS •  Skills to learn about the world •  Critical, creative and comparative thinking •  Confronting one’s own biases •  Ability to use another language effectively •  Ability to interact with people of another culture •  Coping and resiliency skills in challenging situations

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International Competencies (Examples from universities that have moved toward comprehensive internationalization)

Attitudes •  Openness to learning new ideas, ways of thinking •  Tolerance for ambiguity and unfamiliarity •  Sensitivity and respect for difference •  Commitment to responsible global citizenship •  Empathy/ability to take multiple perspectives •  Self-awareness and esteem about own culture



The globalization of crime demands a comprehensive overview of the crime and justice field.

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Issues for Criminal Justice Education

  The state of crime prevention from a cross-national perspective.

  Crime trends and operations of criminal justice systems on a comparative basis.

  Comparisons of the different ways countries approach crime

  Exploration of the shared perspectives that exist between countries and regions


Strategies for Criminal Justice   Internationalized degrees and certificates

  Infusion of Education Abroad in Academic Program with internationally focused courses

  New courses/course components with an integrated international focus (not content add-ons that marginalize the international)


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“…is the first such degree in the world.”

January 2001. Currently, more than 300 UG majors

“ICJ major is intended to expand knowledge of criminology and criminal justice system beyond the United States.”

Career suggestions: …intended to equip students with the knowledge and skills needed for careers in which the globalization of crime plays an important role. It also is designed to prepare students for advanced work in graduate or professional school. A bachelor's degree in International Criminal Justice is designed to assist graduates in obtaining posts in organizations such as: the F.B.I; Home Land Security; INTERPOL; the United Nations; U.S. Customs and Excise and the CIA. Students will also have an opportunity to obtain internships at the United Nations and criminal justice agencies dealing with international affairs.

International Criminal Justice Degree - John Jay College (Source: http://web.jjay.cuny.edu/~sociol/icj.html#)


Topics covered in the major are:   International crimes including genocide, war crimes and crimes

against humanity such as terrorism, enslavement, deportation or forcible transfer of population, and other inhumane acts.

  Transnational crimes including money laundering, computer hacking and trafficking in humans and commodities such as drugs, cars, works of arts etc.

  Comparative study of crime, relevant criminological theories and implications for prevention.

  Human rights issues   International criminal law   Comparative law enforcement   Rules of procedure and evidence of the International Criminal

Court (ICC)   International criminal justice and the role of the United Nations

and other international agencies.

International Criminal Justice Degree - John Jay College

(Source: http://web.jjay.cuny.edu/~sociol/icj.html#)

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The Henry C. Lee College of Criminal Justice and Forensic Sciences

Study abroad programs in Australia, China, Great Britain, Italy, Poland, Russia, and Middle East (Saudi Arabia, Egypt, UAE).

The programs are designed for students to visit criminal justice agencies and take part in sightseeing opportunities. Each of the programs will be hosted by a faculty member of the College.

“All of these locations offer you a career building experience toward a better understanding of the impact that global crime and the role of other countries has on the comparative aspects of criminal justice in America.”

Source: http://www.newhaven.edu/107390/


The Henry C. Lee College of Criminal Justice and Forensic Sciences

Examples of study abroad courses – special topics courses infused with cultural immersion:

LS 451-ST: Law and Culture of Australia will consider the interaction of law with culture, particularly indigenous peoples (Aborigines), and the environment. (3 credits)

LS 452/CJ-ST: Restorative Justice in Australia will study restorative justice programs and their impact on the Australian criminal justice system. Restorative justice is an alternative conception of criminal justice that is increasingly being adopted throughout the world, with some of the leading models in Australia. Students will meet with law enforcement and court personnel, attorneys, mediators, and community representatives and, if possible observe restorative processes. (3 credits)

Source: http://www.newhaven.edu/107390/

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Customized Faculty-led Program with Study Abroad Provider



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