Comprehensive Internationalization:

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Comprehensive Internationalization

Comprehensive

Internationalization:

A Primer for

Leadership to Move

from Concept to Action

(Materials for a Seminar at the NAFSA 2012 Annual Conference delivered by John K. Hudzik and JoAnn McCarthy)

Prof. John K. Hudzik, Michigan State University

NAFSA Senior Scholar for Internationalization. Former Dean of International Programs and Vice President for Global Engagement at MSU

Dr. JoAnn McCarthy, NAFSA Senior Fellow. VP Academic Affairs, INTO University Partnerships North America

These materials are copyrighted by John K. Hudzik and JoAnn McCarthy—And not for quotation or duplication. Excerpted from a forthcoming publication by Hudzik and McCarthy

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Comprehensive Internationalization

Part I

Introduction

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Comprehensive Internationalization

W

HAT

IS

C

OMPREHENSIVE

I

NTERNATIONALIZATION

(CI)?

Commitment and action to integrate international,

global and comparative content and perspective

throughout the teaching, research and service

missions of higher education.

Achieving benefits in core learning and discovery

outcomes.

Becomes an institutional imperative not just a

desirable possibility.

3 Hudzik and McCarthy--NAFSA—Houston--2012

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Comprehensive Internationalization

P

ARADIGM

S

HIFT

IN

S

CALE

, S

COPE

AND

I

NSTITUTIONAL

C

ULTURE

Seeks to touch:

All institutional missions All students and majors. All faculty and staff.

Defines institutional missions and values in global

terms as well as in local or national terms.

Extends responsibilities to a wider range of players.

Is a broadly shared vision throughout the institution.

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Comprehensive Internationalization

L

EVELS

OF

A

CTION

TO

M

OVE

CI

FROM

C

ONCEPT

TO

R

EALITY

THE MACRO/STRATEGIC

concerns the institution as a

whole, for example:

An overarching vision and culture to support CI

CI’s linkage to core institutional missions;

Leadership and participation institution wide; and

And bold aspirations.

.

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Comprehensive Internationalization

L

EVELS

OF

A

CTION

(

CONTINUED

)

THE OPERATIONAL/TACTICAL level concerns projects,

activities, and programs, that bring reality to the vision. e.g., increase the flow of and integration of international students; expand study abroad opportunities to all majors;

increase language enrollments through innovative methods; engage in research and research partnerships abroad;

integrate international into the core curriculum and all major.

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Comprehensive Internationalization

T

HE

I

DEAL

AND

T

HE

R

EALITY

It would be ideal to have “strategic” elements in

place before building operational programming.

However, when CI becomes a priority of

institutional leadership, few will wait very long for

all the big stuff to get fully resolved.

There will be immense pressure to move forward

and see results.

Given this reality, the macro and the

operational will need to proceed apace.

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Comprehensive Internationalization

P

URSUE

THE

L

ONG

-R

ANGE

S

TRATEGY

IN

M

ANAGEABLE

S

TEPS

O

VER

THE

L

ONG

R

UN

N

ot everything can be accomplished at once. Priorities must be set: What to start with and why?

Build on strength and nurture pockets of good will. Design manageable projects.

Produce visible and valued results.

Keep moving forward!!! ---Momentum!

CI is an on-going commitment to take actions that cumulatively advance CI over the long run.

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Comprehensive Internationalization

D

IFFERING

I

NSTITUTIONAL

P

ATHS

FOR

CI

Institutions are idiosyncratic---so will be their approaches to CI.

Differences shaped by an institution’s Missions, values and priorities.

Institutional starting points.

What is possible at any point in time. Modes of operation.

There is no “best” model, and no “checklist” to follow. The

best model for any institution is the one that fits its missions and circumstances..

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Comprehensive Internationalization

C

OMMITMENT

TO

C

OMMON

A

SPIRATIONS

F

OLLOWING

D

IFFERENT

P

ATHS

Mainstream

: Expand faculty and student participation.

Integrate

CI into core institutional missions.

Expand who supports and contributes

: Beyond the

international office to academic and support units.

Interconnect

CI activities to produce synergies.

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Comprehensive Internationalization

Core

Mission

Drivers

Customer

Drivers

Responsibility

Drivers

Globalization

Drivers

Rationales and Drivers

11 Hudzik and McCarthy--NAFSA--Houston--2012

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Comprehensive Internationalization

The “business” of universities is ideas and innovation.

Creation of knowledge through research.

Transmission of knowledge to learners

Translating knowledge into action for society’s benefit.

12

T

HE

C

ORE

M

ISSION

(B

USINESS

) R

ATIONALE

With globalization, the business of universities

is increasingly conducted across borders.

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Comprehensive Internationalization

Higher Education has customers—who are they?

•

Our students/graduates.

•

Our communities.

•

Our businesses and employers.

13

The Client/Customer Rationale

Life and work in a

global

environment is

increasingly an expectation for everyone.

Our “customers” at home are global

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Comprehensive Internationalization

OECD 2008 HE R

EPORT

We are moving toward a more integrated world labor

market.

“Work force ready” students has a global meaning

and so must educational systems preparing them.

Traditional education and training systems are

probably not up to the task in their current form.

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Comprehensive Internationalization

T

HE

S

OCIAL

AND

N

ATIONAL

N

EEDS

R

ATIONALE

Foster global relationships, peace and justice.

Improve cross-cultural understanding

15 The social responsibilities of higher education

have rising global dimensions.

It is not local v. global but local and global. Increasingly, local prosperity is tied to global prosperities.

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H

IGHER

E

DUCATION

G

LOBALIZATION

Growth and spread in global higher education

Instructional demand and capacity

Research capacity

Increased cross-border H.E.

Trade and competition

Collaboration.

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Comprehensive Internationalization

I

MPLICATIONS

FOR

H

IGHER

E

DUCATION

’

S

I

NTERNATIONALIZATION

A changing mix of campus interests and power

centers for defining international engagement

strategy and priorities. (The “internal”)

A growing interest in strategic and multi-mission

partnerships. (The “external”)

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Comprehensive Internationalization

L

INK

CI

TO

I

NTELLECTUAL

O

UTCOMES

Learning outcomes.

Research/scholarship outcomes.

Community service and outreach outcomes.

Strengthening curricula and research priorities.

Sustained institutional capacity building.

18 NAFSA—Houston--2012

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Comprehensive Internationalization

D

EFINE

W

HAT

WILL

C

ONSTITUTE

S

UCCESS

Number of “customers” or participants.

Maintenance or enhancement of standards of quality. Evaluation of customer satisfaction.

Faculty and quality assessments.

Financial (e.g., viability, break even, surplus models). Academic outcomes (e.g., student completion rates and academic performance; grants, awards, contracts)

Which of these is necessary; which are sufficient (enough) for your institution?

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C

OMMITMENT

TO

C

OMMON

A

SPIRATIONS

F

OLLOWING

D

IFFERENT

P

ATHS

Mainstream

: Expand faculty and student participation.

Integrate

CI into core institutional missions.

Expand who supports and contributes

: Beyond the

international office to academic and support units.

Interconnect

CI activities to produce synergies.

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Comprehensive Internationalization

Part II

Actions at the Macro Level

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Comprehensive Internationalization

K

EY

A

CTIONS

AT

THE

M

ACRO

L

EVEL

1. Build a Campus Culture--Engage a Campus Dialog About CI

2. Connect CI to Core Institutional Missions and Values 3. Integrate CI into existing missions and programs

4. Extend the Leadership Team

5. Articulate a bold vision and specific goals to drive your CI 6. Define, Measure, Reward Success

7. Recruit for Internationalization

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Comprehensive Internationalization

B

UILDING

THE

C

AMPUS

C

ULTURE

Building a campus culture for CI begins with:

Defining and anchoring the meaning of CI for your campus in its core institutional missions.

Engaging in a campus-wide dialog to develop a

common understanding of the meaning, rationales for and drivers of CI

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Comprehensive Internationalization

E

NGAGING

A

C

AMPUS

D

IALOG

ABOUT

CI

Discussion and ownership of the culture needs to engage the entire spectrum of the academic and wider institutional community and its constituents. Conversation should include all important segments of the institutional leadership

(e.g., the Council of Deans, the institution’s executive team, student leaders, professional

staff, academic governance, and influential faculty leaders and committees.

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Comprehensive Internationalization

S

AMPLE

A

GENDA

FOR

A

C

AMPUS

D

IALOG

What is CI—a general definition and understanding? What are the important rationales and motivations for CI and our institution?

How does CI relate to our institutional missions/values? How can it be integrated throughout the institution?

What would constitute a bold vision for your institution? Who should play critical roles? How and why?

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Comprehensive Internationalization

M

ORE

I

SSUES

FOR

A

C

AMPUS

D

IALOG

What is our mission in an increasingly global

environment?

How do we prepare

all

our graduates for a global

environment?

Given the intertwining of local and global interests,

how do we simultaneously serve the local community,

national interests, and the global community?

What does CI mean for our own internal organizational

structures and procedures?

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Comprehensive Internationalization

O

UTCOME

FROM

A

S

UCCESSFUL

D

IALOG

One of the outcomes from a dialogue should be

• a concise statement or message to the campus and to external constituencies about the meaning of CI • The reasons for institutional commitment to this

important concept.

The messaging should be pervasive and consistent across all institutional communication channels.

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Comprehensive Internationalization

M

ORE

O

UTCOMES

F

ROM

A

S

UCCESSFUL

D

IALOG

Institutional missions and values are defined concretely in global terms.

The false dichotomy of local versus global is rejected. Internationalization moves from a desirable possibility to an institutional imperative.

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Comprehensive Internationalization

C

ONNECTING

CI

TO

C

ORE

I

NSTITUTIONAL

M

ISSIONS

AND

V

ALUES

Review institutional mission and value statements. Do they reference international or global dimensions?

A simple mention of preparing students for global citizenship helps.

If a revision to mission statements is needed, whom do you need to involve? What is the core message to convey?

Develop examples that will help people to understand how international engagement strengthens core institutional

missions for a 21st century.

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Comprehensive Internationalization

B

UILDING

S

UPPORT

T

HROUGH

I

NTEGRATION

Many will see CI as in competition for scarce resources.

• The reality is that there aren’t enough

new

funds

available to virtually any institution to fully support an

ambitious CI effort.

• However, a significant part of CI can be

accomplished by integrating it within existing and

established priorities.

• You will need some new resources, but don’t build

your strategy on it.

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Comprehensive Internationalization

I

NTEGRATING

INTO

C

OURSES

AND

C

URRICULA

Adding new courses does not have to be the principal means of internationalizing the curriculum.

One can add global, comparative, and international content to existing courses and curricula.

This applies to courses in majors, as well as to globalizing the current general education (core) curriculum.

Which courses and curricula are prime candidates to get started?

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Comprehensive Internationalization

O

THER

T

EACHING

AND

L

EARNING

I

NTEGRATION

Integration of study abroad experiences into degree program requirements

Returning students can help internationalize the on-campus environment.

Service learning and/or internships can be expanded to include overseas sites;

International students can be an existing asset with a role in on-campus internationalization.

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Comprehensive Internationalization

E

XTEND

THE

L

EADERSHIP

T

EAM

FOR

CI

Comprehensive internationalization is not possible if solely the responsibility of the international office. Success requires multiple points of leadership and building effective partnerships across the campus. This is a key responsibility of the SIO and/or other CI leaders.

Whom do you need?

How do you get them involved? What do you need them to do?

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Comprehensive Internationalization

International office

President

and Provost Individual Faculty

Campus support and service units Academic deans and chairs

Key Players

34

Hudzik and McCarthy NAFSA—Houston--2012

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Comprehensive Internationalization

A

RTICULATING

A

B

OLD

V

ISION

AND

G

OALS

.

A bold vision for internationalization that is rooted in

the institutions "soul" can galvanize a campus and

attract new financial support.

Audacious visions can drive goals and actions

further than timid “vision” statements which merely

tweak the status quo

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Comprehensive Internationalization

E

XAMPLE

OF

G

OALS

FOR

A

B

OLD

V

ISION

All students will have access to international, global and comparative content and perspective.

All faculty, students and staff will have multiple opportunities to acquire international, global, and comparative perspective.

Such perspectives will be integrated into the teaching, research, and scholarship of faculty as appropriate. The benefits of CI will be extended to the public and private sectors through outreach activities.

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Comprehensive Internationalization

W

HAT

IS

C

OUNTED

, C

OUNTS

Students understand what is important through curriculum requirements, electives and opportunities to engage

internationally.

Faculty understand what is valued by way of promotion and tenure criteria/decisions (the criteria used de facto by academic units and by institutional decision-makers).

The allocation or reallocation of resources by the institution signals what is valued at the macro level.

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Comprehensive Internationalization

T

HE

C

RITICAL

R

OLE

OF

THE

F

ACULTY

Faculty control the curriculum as well as

promotion and tenure criteria.

It is difficult to imagine pervasive international

engagement without curricular integration as well

as active faculty engagement.

Without the faculty motivated and actively

involved, CI has little if any chance of

success.

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Comprehensive Internationalization

R

ECRUIT

FOR

INTERNATIONALIZATION

Does the institution publicly affirm and demonstrate its commitment to international engagement:

In its institutional branding and messaging,

To prospective students in its promotional materials? When advertising faculty vacancies.

Does the institution actually hire faculty who have demonstrated expertise, professional networks, and experience across borders?

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Comprehensive Internationalization

Part III

Action at the Operational and

Project Level

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Comprehensive Internationalization

CI Ultimately is Advanced through Concrete

and Transformational Projects.

The Macro/Strategic sets the stage and

foundation…..But…..

Transformational Projects Make CI Real.

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Comprehensive Internationalization

T

AKE

A

DVANTAGE

OF

K

EY

E

VENTS

IN

THE

I

NSTITUTION

’

S

L

IFE

Changes in senior leadership;

Strategic planning initiatives;

Revision of the core curriculum;

Accreditation reviews;

Noteworthy advances by peer institutions;

New funding or income-generating opportunities;

Opportunities to create innovate partnerships.

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Comprehensive Internationalization

C

HALLENGE

THE

S

TATUS

Q

UO

Examine policies and procedures that were

designed for a different age or circumstances

and primarily for domestic stakeholders,

Assess curricula that may now be deemed too

parochial in terms of how it prepares students for

global citizenship, and

Design new delivery systems more congruent

with student learning preferences and new

technology.

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Comprehensive Internationalization

Part IV

Expanding, Engaging and

Motivating Others

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Comprehensive Internationalization

F

OSTER

LEADERSHIP

AT

VARIOUS

LEVELS

Empower influential faculty to initiate new efforts. Work with deans in key colleges

Build support within the Provost’s Office

Ensure sustained messaging from the president, provost and deans.

Establish clear accountability throughout the

administrative hierarchy for substantive CI results.

Recognize and reward leadership and unit successes in moving the CI agenda forward.

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Comprehensive Internationalization

S

ETTING

THE

S

TAGE

TO

E

NGAGE

O

THERS

.

Identify CI Supporters and Potential Allies

Intrinsically Motivated Actors

Extrinsically Motivated Colleagues

Identify and Disarm Opponents

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Comprehensive Internationalization

E

NGAGING

THE

U

NCOMMITTED

Key motivators include:

Comprehension—they should understand the

importance of the challenge and how it directly benefits their operation;

Competence—they should understand what, how,

and where they can contribute something of value to the overall project; and

Connection—they should feel an important part of the CI team.

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Comprehensive Internationalization

S

TEPS

TO

E

NGAGE

THE

U

NCOMMITTED

1. Preparation

Review bio or cv

Scan the minutes and agendas of committees

Review major professional publications in their field or related sections of the Chronicle of Higher Education for current “hot” topics;

Note key issues on the home page of their primary professional organization; and

Review the unit strategic plan or annual report.

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Comprehensive Internationalization

S

TEPS

TO

E

NGAGE

THE

U

NCOMMITTED

2. The Initial Conversation

How do they view CI and the vision for it?

How is it likely to affect their units?

What roles do they see for themselves?

Be specific what CI needs from them and their units.

What will motivate people and others in their area?

What do they need to move forward?

How can you

help?

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Comprehensive Internationalization

S

TEPS

TO

E

NGAGE

THE

U

NCOMMITTED

3. Longer Term Strategies

Forward articles and information that related to internationalizing their area of expertise.

Share information on examples at other institutions. Let them know about resources and events they may want to attend.

Send them links to relevant Web sites.

Invite them to speak (perhaps on a panel with you) at conferences.

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Comprehensive Internationalization

S

TEPS

TO

E

NGAGE

THE

U

NCOMMITTED

3. Longer Term Strategies (continued)

Seek out their advice and counsel on issues where they can be helpful.

Invite them to serve on committees, work groups, focus groups, etc.

Keep them informed of progress on campus and who else is involved.

Be consistently inclusive (even if initially ignored or rebuffed).

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Comprehensive Internationalization

S

TEPS

TO

E

NGAGE

THE

U

NCOMMITTED

4. Communications strategy. Keeping CI in the spotlight. Forward monthly updates to senior administrators and to the institution’s communications office;

Post updates on a dedicated Web site or through other appropriate means to keep the institution focused on the vision and on progress being made.

Provide talking points well in advance to the president and provost for their speeches or talks.

Spotlight individual accomplishments and contributions. Hudzik and McCarthy--NAFSA—Houston--2012 ₅₂

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Comprehensive Internationalization

L

EADERSHIP

S

KILLS

FOR

T

RANSFORMATIONAL

C

HANGE

Effective change leaders:

Communicate

Are firmly committed to the vision

Link the vision/outcomes to core interests of

constituencies.

Listen carefully to both allies and opponents,

cultivating and empowering allies, and discerning

what is at the core of resistance.

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Comprehensive Internationalization

L

EADERSHIP

S

KILLS

FOR

T

RANSFORMATIONAL

C

HANGE

(

CONTINUED

)

Are flexible and creative in solving problems

Are financially savvy

Are skilled in working across units, sectors and

institutional cultures

Committed to working within a team setting

Empower individual team members to achieve

success, and

Generously acknowledge the successes of others.

Hudzik and McCarthy--NAFSA—Houston--2012 ₅₄

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Comprehensive Internationalization

Part V—Anticipate Challenges

Internationalization will play out

under the overarching higher

education constraints, opportunities

and challenges.

55 Hudzik and McCarthy—NAFSA—Houston--2012

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Comprehensive Internationalization

H

OW

W

ILL

B

ROADER

C

HALLENGES

IN

USHE S

HAPE

ITS

I

NTERNATIONALIZATION

?

• Funding, accountability and stature based on outcomes.

• Retention and speeding time to degree.

• Cost-effective access for more students.

• Responding to nontraditional students. • Pressure for innovation in practices

• Achieve greater efficiencies.

• Global competition for the best faculty and students.

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Comprehensive Internationalization

C

HALLENGES

…

CONTINUED

Disruptive False Dichotomies

. E.g.:

It is someone else’s job, not mine;

mainstreaming access threatens quality; it is either local or global but can’t be both.

Resource constraints

Statutory regulations

Bureaucratic inertia

Individual resistance

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Comprehensive Internationalization

Part VI

Summary of Visioning, Developing

and Managing (VDM)

Transformational Projects

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Comprehensive Internationalization

Recall our view that CI is a road without end

The Continuous Design and Implementation

of Transformational Projects is the Key to

Maintaining Momentum on the Road to CI.

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Comprehensive Internationalization

VDM T

RANSFORMATIONAL

P

ROJECTS

1.

Frame the Purpose for this Project

What is the specific goal(s) you want to accomplish? How does it relate to the institutional mission?

What are the compelling rationales for the

commitment of time and significant resources to this project?

How does it move the institution forward in accomplishing its CI vision?

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Comprehensive Internationalization

VDM T

RANSFORMATIONAL

P

ROJECTS

(

CONT

’

D

)

2.

Design How Will It Be Accomplished

What are the core tasks to be undertaken?

Which individuals and units will be involved? What do they need to know?

Develop a timeline of key tasks and events.

Which policies, procedures or processes must be put in place? What key resources will be needed, including strategic allies, critical financial resources, and support infrastructure?

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Comprehensive Internationalization

VDM T

RANSFORMATIONAL

P

ROJECTS

(

CONT

’

D

)

3.

Assembling and Activating the Team

Who are the key players (individuals and units) who will be essential to success?

How will you engage their support? What are the key drivers for CI that will inspire/convince key players to engage?

What kind of training, education, or team building efforts need to be offered and for whom?

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Comprehensive Internationalization

VDM T

RANSFORMATION

P

ROJECTS

(

CONT

’

D

)

4. Other Key Steps and Issues

What continuous communication strategies will you employ to keep the academic community informed of progress and offer reciprocal learning and project refinement?

How will you address management challenges that arise?

How will success will be measured and milestones along the way. How will you reward and sustain contributions to the overall plan, and how will effort on the project be seen to “count”?

How will you ensure that the plan remains dynamic and responsive to new developments over the years?

(64)

Comprehensive Internationalization

C

OMPREHENSIVE

I

NTERNATIONALIZATION

Full version & executive summary free at www.nafsa.org/cizn Additional resources: www.nafsa.org/ internationalization & www.nafsa.org/ trendsinsights Contact us at: [email protected] 64