The most frequently asked questions
about internationalization
Brenda J. Ellingboe, Ph.D.
June 1997
What is
internationalization?
Internationalization has been defined by
some U.S. authors as the process of making more campuses
internationally-oriented (Pickert & Turlington, l992, Hanson
& Meyerson, l995, Harari, l989; Knight l993). Others discuss
it as the process of integrating international education into the
curriculum, and this is central to organizational change as
pervasive for the entire institution, not marginal in nature
(Mestenhauser, l996; Lambert, l989; Harari, l992, l989; Klasek,
l992; Tonkin and Edwards, l98l, Groennings and Wiley, 1990).
Seeing it as an ongoing, dynamic process dominates the
literature more than equating it to an event in time.
"Today one of the most powerful forces
is the globalization of almost everything, most notably the
economy, communications, and national security" (Groennings,
l990). Throughout the U.S. there is evidence of "a pervasive
and increasing internationalization of the disciplines"
(Groennings, l990, p. 27).
Harari equates creating
an international ethos on campus as integral for the curriculum
and campus personnel (including faculty, students, and staff).
What makes a campus truly international? "It is faculty with
an international commitment striving to internationalize its own
course offerings. It is the presence of an obvious
institution-wide positive attitude toward understanding better
other cultures and societies" (in Klasek, l992, 75).
A Canadian researcher defines
internationalization of higher education "as the process of
integrating an international dimension into the
teaching/training, research, and service functions of a
university or college or technical institute" (Knight, l997,
29). Knight emphasizes the critical factor is to view it as a
process of integration, not just a set of activities.
Association of International Education
Administrators conference planners defined internationalization
as "the incorporation of international contents, materials,
activities, and understanding in the teaching, research, and
public service functions of universities to enhance the relevance
in an interdependent world" (Washington State University,
l990, 2).
European scholars describe internationalization as "the
complex of processes whose combined effect, whether planned or
not, enhances the international dimension of the experience of
higher education in universities" (de Wit, l995, p. 28).
Bremer & van der Wende (l995) are two Dutch international
educators who answer three key questions about
internationalization in their new book: how internationalized
curricula can be characterized; which factors contribute to the
successful development, implementation, and institutionalization
of internationalized curricula; and what the outcomes and effects
are for internationalized curricula.
Other European writers stated, in a recent
conference on the topic of internationalization in higher
education, that the concept of internationalization has clearly
widened to include not only curriculum and student mobility but
also faculty and staff mobility and specific institutional
strategies (OECD, l997, 9). Internationalization must begin with
"awareness of the need, purpose, and benefits" for all
members of the institution; proceed to "commitment"
which is developed among all campus stakeholders; continue to
"planning" which is done to identify needs, resources,
objectives, purposes, priorities, and strategies; carry on with
"operationalizing internationalism" and "program
review" activities and "reinforcement measures" as
necessary (OECD, l997, l9).
Other writers advocate systemic
international infusion by weaving international perspectives into
every discipline, every major and minor requirement, faculty
hiring decision, and mission statement for colleges. Some
authors’ views on internationalization include increasing
the numbers of programs and opportunities for studying
international affairs and infusing the entire curriculum with
international perspectives (Tonkin & Edwards, l98l, p.6).
Internationalization is the process of
integrating an international perspective into a college or
university system. It is an ongoing, future-oriented,
interdisciplinary, leadership-driven vision that involves top
administrators creating an institutional vision and motivating
people in both academic affairs and student affairs units to
change an entire system to think globally, comparatively, and
collaboratively while reacting to multi-dimensional environmental
changes in global political, economic, social, and cultural
arenas. It is the way an institution adapts to an ever-changing,
diverse external environment that is becoming more
globally-focused. (Ellingboe, l996a)
In a booklet summarizing recommendations
made by working group members at the Association of International
Education Administrators meeting in l995, Burn and Smuckler share
their reasons for promoting internationalization in higher
education and provide dozens of avenues for future research.
Because internationalization takes on many forms and meanings,
Burn and Smuckler define it as "an international,
comparative and/or global dimension into the educational,
research, outreach, and service functions of higher educational
institutions" (AIEA, l996, 7). The overall concern is
"to produce graduates who are well suited to the blend of
international cooperation and competition which is likely to
prevail in most fields in the decade ahead" (AIEA, l996, 7).
Back to the top
Why is
internationalization important to discuss at all?
Internationalization improves, enhances,
and benefits higher education institutions.
It has become the challenge for
higher education leaders today because of the political, social,
economic, and cultural mega-changes that are occurring outside
the walls of academia and affecting (and possibly changing)
internal priorities. One needs to unpack all the
internal variables for curricular and system-wide
internationalization to understand how each fits in with the
current interests and priorities of the external
environment.
First, separating the different
strands of internationalization is essential for clearly
perceiving the evidence of internationalization. (The strands
include internationalizing curriculum, study abroad
participation, faculty overseas research/teaching projects,
contributions of international students/scholars on the campus,
leadership-driven visions, missions, and goals, as well as other
components).
Second, discovering how these
strands are currently operating, struggling, or thriving within
colleges is the next important step. This could be accomplished
by separating the internal issues (e.g., university mission,
leadership commitment, programs, personnel, finance, others) and
then studying how these relate to and align with the external
dimensions (e.g., corporate community’s perceptions and trends and
opportunities in the global marketplace).
Third, once these first two steps
are completed, leaders can then position the internal and
external issues along with the strands of internationalization on
a scale, or a model, to plot their commitment to
internationalizing higher education and determine each
college’s future intervention strategies.
Internationalization is what separates a
UNIVERS-ity from other institutional types; it is why the former
are sometimes called "world-class" learning
institutions which are globally-focused, not regionally or
nationally or monoculturally-framed.
Back to the top
What is the
rationale for internationalization?
A major study on
internationalizing Canadian higher education found ten reasons
why campuses should consider internationalizing their
teaching, training, research, and service functions. These ten
variables were ranked by Canada’s private sector,
government, and educational institutions and are included in Jane
Knight’s "Rationale for Internationalization"
(Knight l997, 30):
- Prepare graduates who are
internationally-knowledgeable and interculturally-competent; (Note: This item was cited by
all three sectors as the most important reason for
internationalization).
- Maintain competitiveness;
- Achieve international standards;
- Encourage scholarship on topics
regarding interdependence of nations;
- Research national and international
issues;
- Export educational services and
projects;
- Work for social change;
- Appreciate the ethnic and cultural
diversity of one’s nation;
- Generate income for educational
institutions; and
- Maintain international security and
peaceful relations.
"The rationale for the
internationalization of undergraduate education must of necessity
take us back to the meaning we give to liberal education and
liberation of the mind. Whatever our definition might be it is
clear that acquiring global awareness and an understanding of the
diversity of cultures and societies on our planet has to be
considered an integral part of education" (Harari l992, p.
53).
Back to the top
What are the key components to an internationalized campus?
There are a variety of components or
strands that comprise an internationalized campus. These vary in scope, depth of commitment, range
and breadth but include (Ellingboe l996a):
- the presence of international majors
and minors within colleges and professional schools,
- world languages and area studies
courses,
- international/comparative courses
required for all students regardless of discipline,
- co-curricular international
conferences/events/involvement activities on-campus,
- a solid international commitment in
campus leadership including the president, vice presidents,
provosts, directors, deans, and board of trustees,
- commitment from institutional
relations offices including fundraising expertise from university
foundation, communication plans by the public relations office,
and outreach to international alumni by alumni association,
- international diversity among
students, faculty, and scholars and intentional involvement of
these stakeholders in internationalizing aspects of campus life,
- international study, work, research
programs and internship service opportunities for students
(including scholarships),
- international teaching, research,
and consulting opportunities for faculty (including travel grants
and fellowships), and
- partnerships and networks with
universities across the globe.
Back to the top
Why is an
internationalized curriculum important to students?
Many scholars state the number one reason
why faculty should consider internationalizing their courses is
that they owe it to their students. Students have much to gain
from an internationalized curriculum and an intentionally-diverse campus environment.
Students’ interactions with other international students, faculty and scholars
contribute
to broadening students’ world views during their formative
college careers.
Offering a wide variety of international
courses, majors, minors, and off-campus study and research abroad
programs will be beneficial to students’ knowledge and
skills portfolios upon graduation. Educating students with a
focus on the "international perspectives" will not only
broaden their world views and prepare them for globally-connected
career fields, but will prepare them to be citizens of the world,
more cognizant of the cultural dimensions affecting their world
view and their perception of their own disciplines.
Most students attending the University of
Minnesota will not have an in-depth cultural immersion study
abroad experience. So, internationalization -- if it occurs at
all -- has to come from curricular and co-curricular sources on
the campus. Only 1.7 percent of the student body will study
abroad in any given year (about 612 students out of 36,995,
according to l995 data). Faculty members have to be involved and
fully committed to addressing international perspectives within
their courses if internationalization is going to occur at all.
Back to the top
What are the
outcomes and effects of internationalizing curricula?
Internationalization of the
curriculum demonstrates the responsiveness of higher education
institutions to the globalization of their context and
environment (OECD l997, 79). In a doctoral dissertation, a Dutch researcher found eight outcomes and effects of
an internationalized curricula. These outcomes include: (van der
Wende, in OECD l997, p.78)
- increased knowledge on the
international aspects of the subject area;
- enhanced understanding and ability
to communicate with people from other countries;
- improved foreign language
proficiency;
- enhanced labor market
opportunities/better qualifications for internationalized
professions;
- introduction of new expertise and
methods by visiting international faculty and students;
- international development programs
for faculty;
- innovations in taken-for-granted
practices--new approaches to student learning; and
- social and intercultural integration
of student groups with different nationalities.
Back to the top
Why should
entire colleges get involved in internationalizing curriculum?
Today, internationalizing education in the
U.S. is proposed as a way to help restore our economic
competitiveness worldwide (Lyman, l995, p. 4). One of the most
common threads running through international education is the
management of faculty and student educational exchanges. Another
thread is the nationwide movement to strengthen the global
aspects of curriculum within college units.
Lambert’s (1989) study of
undergraduate education revealed that while students in the
humanities or social sciences averaged two or three courses in
international or area studies or foreign languages, those in four
other fields averaged none at all. The study also showed that
students were not gaining an in-depth knowledge of world systems,
cultures, and viewpoints within their own disciplines.
Groennings and Wiley (l990) in their book Group
Portrait provide reasoning for internationalization as a
concept that "may be promoted by comparative analysis within
the disciplines." Institutions "which seek the
infusion of international perspectives throughout the curriculum
presume infusion within the disciplines." Another strong
reason to internationalize curriculum is that it promotes
interdisciplinary cooperation, and multidisciplinary and
multinational perspectives are products of international
learning. It starts with the university and individual colleges
making internationalization a priority and then follows with
faculty members making changes within their own courses.
Higher education institutions are promoting
internationalization for five major reasons (Groennings &
Wiley, l990):
- the global economic transformation,
- global political competitiveness for
national security reasons,
- national organizations’ reports
calling on educational institutions to act,
- accreditation standards, and
- influential people on college
campuses today (including several presidents) who are advancing
the cause.
The Impact of National Reports:
Several national task force reports have
called upon university presidents and deans to integrate
international knowledge and cross-cultural perspectives in their
curriculum. These reports resonate like national wake-up calls
for both faculty and administrators to take some expedient action
in order to change undergraduate education. Some of these reports
include:
- President’s Commission on
Foreign Languages and International Studies’ Report:"Strength
Through Wisdom -- A Critique of U.S. Capability" (l979);
- Association of American
Colleges’ Report: Integrity in the Curriculum (l985);
- Council on International
Educational Exchange’s (CIEE) Report: Educating for
Global Competence (l988);
- National Task Force Report
produced by CIEE, the Association of International Educators
(NAFSA), and the Institute of International Education (IIE)
(l990); and
- American Council on Education’s "Educating
Americans for a World in Flux: Ten Ground Rules for
Internationalizing Higher Education" (l995).
Other Internationalists’
Views::
Josef Mestenhauser, the former chair of the College of
Education’s International Education committee, wrote in a paper devoted to strategies for
internationalizing universities:
To internationalize or not to
internationalize the curriculum?
This question is often answered by
attempting to weigh the consequences of either decision. To make a serious
effort to internationalize at some cost and then find it was not
necessary to do so would waste some human resources--if learning
something can be regarded as waste. On the other hand, failing to
internationalize the curriculum now and later finding that it was
in fact necessary may waste an entire generation of students, who
will be denied the choices that would give them some control over
their lives and careers (Mestenhauser, l996).
Tonkin and Edwards (l98l) refer to
comprehensive internationalization efforts that showcase the
institution as an international center of learning. They ask:
"If our society’s problems have ceased to be locally
and nationally based and have become global, then don’t we
need a new internationalized curriculum to deal with these new
imperatives?"
Back to the top
How can I
integrate international perspectives into my courses?
The heart of the internationalization of an
institution is and will always remain its curriculum precisely
because the acquisition of knowledge, plus analytical and other
skills, as well as the conduct of research, is what a university
is primarily all about" (Harari, l989, 3).
Harari (l989) describes several structural
approaches for faculty members to consider when
internationalizing their courses. These include:
- infusing disciplines with
international perspectives as integrated throughout the entire
curriculum;
- using comparative educational
approaches;
- discussing international issues in
courses and through interdisciplinary studies;
- recommending students take area
studies courses on various world regions’ geographic,
historic, political, and economic systems;
- offering international majors and
international minors within several colleges as options for
students at undergraduate and graduate levels;
- weaving an intercultural
communication theoretical or practical element within courses;
- making international development
topics part of various majors;
- strengthening the role of foreign
languages as an integral part of internationalizing the undergraduate education;
- creating internationalized curricula
and programs in pre-professional studies and the professional schools;
- fostering faculty and staff
development and research in the international arena;
- creating institutional linkages and
global networking of scholars;
- involving U.S. students who have
studies abroad and international students in the international enrichment of the curriculum
and campus; and
- involving students and faculty in
internships, research projects, and other opportunities in
internationally-oriented businesses and agencies at home and
abroad.
Other Approaches to Internationalizing Curriculum:
One method often used in major universities
is offering a few international electives within selected
disciplines which are available, but not required, for students
who wish to take them. Only a select few institutions have
attempted total infusion of internationalization within all their
courses for all majors. The total integration approach, however,
is what some authors hope that internationalization at the
curricular and systemic levels will achieve.
Another suggestion is to include visiting
scholars and international students as resourceful guest speakers
or panelists in courses about which they have some expertise or
are able to offer a cultural comparison. It should be noted that
many undergraduates do not know international students and may
not have ever had the opportunity to listen to their personal
stories or their own individual cultural perspectives on world
politics, environmental issues, mass media, and many other
topics.
Making Classrooms More
International in Scope:
Tonkin and Edwards (l98l) discuss three
ways faculty members can teach courses which will broaden
students’ world views. These include:
- integrating a fundamental
understanding of key elements of global and national
interdependence through major disciplines;
- gaining a deeper knowledge and
understanding of at least one other culture seen through history,
language, literature, philosophy, economics, and politics; and
- encouraging second language
competence as a basis for the fuller comprehension of the other
cultures.
Burn (l980) lists ways institutions can become more
"international" including:
- involving international students as
resources;
- including faculty with international
expertise as speakers;
- using international experts for
pre-departure sessions for faculty;
- increasing collaboration between
international educational exchanges and professional schools;
- finding ways of incorporating
overseas experience into academic advising; and
- making
greater use of international and area studies faculty members to
develop linkages with universities worldwide.
Back to the top
How
do I promote internationalization
on an institutional level?
Here at the University of Minnesota, some
of these suggestions might apply:
- Engage individual departments in a
dialogue about internationalizing the curriculum.
- Invite academic deans to process a
long-term strategy. Some deans on the University of Minnesota
campus are leading their college’s internationalization
efforts; in other cases, it is a few committed faculty leading
the cause.
- Frame a discussion with college
international education committees and college’s
international education officer/representative on the learning
outcomes and core objectives for internationalizing curriculum,
particularly for undergraduate education.
- Discuss the meaning and content of
the baccalaureate degree and ways disciplines could make
internationalization a curricular priority. What should the
undergraduate educational portfolio look like? What knowledge
bases should students have? What skills should they acquire
(library researching, computing, research writing, critical
thinking, etc.)? How broad should their world view become once
they leave campus after college graduation, and how different
should that world view be compared to when they left high school?
- Launch a discussion with committees,
department chairs, and deans on what role graduate education
should play in the development of an internationalized person,
especially for those concerned with internationalizing
professional and graduate education. Is it important for graduate
and professional students to cultivate an expertise in their
field? Should that include a spattering of international core
courses? a period of time studying, interning, researching, or
consulting abroad?
- Initiate internationalization as an
agenda topic at departmental meetings and University committees
fits right in with University 2000’s main priority to
improve undergraduate education.
Back to the top
What are
some factors that promote and support university-wide internationalization?
Harari (l989) advocates a six-point plan
for internationalizing higher education:
- Secure commitment and
consensus-building on the part of administrators;
- Analyze the curriculum and the range
of international programming including international educational
exchanges for both faculty and students;
- Generate responsibility and
leadership for international education in a Center for
International Education;
- Provide internal support and
external coalitions, partnerships, and funding for international
education;
- Create a genuine international ethos
on campus which is sustained by the personal human concern of
faculty and staff for students of all nationalities and
backgrounds; and
- Encourage integrated
programming/strategic planning for international education (by
making it one of the top five priorities for an institution).
Searching for Conceptual Models:
Four researchers designed a case study to
develop a data base, collect information and establish a
conceptual model that universities can use to enhance
internationalization. They presented their major findings at a
June 1990 conference entitled "Internationalizing U.S.
Universities: A Time For Leadership" sponsored by
Washington State University, the University of Maryland System,
USAID, and U.S. Department of Agriculture. One hundred
eighty-three universities across the U.S. provided research data
upon which the conference was based.
The five factors from the findings of their
study are the following (Henson, Noel, Gillard-Byers, & Ingle,
l990):
- resources (faculty, administrators,
funds, incentives and rewards);
- program activities (international
students and scholars; study, work, and internship service
opportunities abroad; foreign language study; development
cooperation; academic driven programs; research, scholarship,
area study programs and graduate education; undergraduate
curriculum; and public service);
- leadership and management
(commitment; policy; strategic planning and review; allocation of
resources);
- organization (structure, linkages,
internal culture); and
- external environment (global
awareness, stakeholder demand, benefits).
Back to the top
What
are some examples of curricular internationalization at the University of Minnesota ?
Several colleges on the Twin Cities campus
have made "internationalization" a strategic planning
priority within their five-year planning documents; some deans
are leading their faculty in curricular and systemic change. The
Board of Regents revised its own international education
statement in l995, and efforts toward becoming a "world
class" university are already in the University 2000
document, though internationalization is not one of the six major
priorities in the Third Phase Report of U-2000.
In September l996, the Carlson School of
Management began offering an international minor and several
internationalized electives within its departmental units.
Several other colleges, including the Colleges of Agriculture,
Education and Human Development, Human Ecology, Natural
Resources, and Liberal Arts already have international majors or
minors in place along with internationalized electives. The
Institute of Technology has begun a new degree program in Global
Technology. The College of Education and Human Development in
Fall l996 began offering a university-wide international
education minor as an option for any University of Minnesota
graduate student, regardless of college of enrollment.
Many Twin Cities Campus colleges have
provided opportunities for their faculty to teach, research, and
do consulting abroad. Many faculty have internationalized their
own courses through their own creative pedagogical methods
including infusing the readings with international perspectives,
creating assignments requiring face-to-face intercultural
interactions, including visiting professors and international
scholars and students in classroom discussions, and linking
international issues with the discipline to encourage
cross-disciplinary and multidimensional thinking and world view
development.
Back to the top
What are
other U.S. colleges and universities doing to internationalize
their campuses?
- At the University of Pennsylvania,
leaders are working to accomplish three specific curricular
goals: helping deans prepare five-year plans with international
education goals and components, offering new international minors
in various disciplines (agriculture, business, journalism, etc.),
and encouraging faculty to redesign and internationalize courses
within their disciplines.
- At Carleton College in
Northfield, Minnesota, internationalization means the entire
campus must take steps to ensure progress once this goal has been
stated. It may mean hiring faculty with international
specializations/interests, making a study abroad component part
of the major’s requirements, encouraging faculty to speak
favorably about study abroad for their students, linking language
learning to Area Studies programs, integrating funding for
student study abroad programs and for faculty international
activities, and recognizing and rewarding faculty members’
international teaching, research, consulting activities (S. Lewis
discussing Carleton College’s commitment in Hanson & Meyerson, l995).
- UCLA’s Chancellor
Charles Young declared internationalization a priority and has
created a campus ethos of internationalism built in with the
curriculum and co-curricular activities on the campus (Ellingboe,
l996a).
- Virginia Technical
University declared a vision toward a world-class university
stressing seven strategies for internationalization as an
institutional goal (Ellingboe, l996a).
- Duke University’s
President Nan Keohane declared internationalization of education
as the top priority in her strategic plan (Mestenhauser, l996).
- Oregon State University
has paired a so-called "international" degree with
every undergraduate major throughout the university (i.e.
international biology, international sociology, etc.). To make
this happen, students spend their fifth undergraduate year
overseas in an accredited study abroad or research program
(Metcalf, l996).
Back to the top
What are the
challenges that we face as we think about internationalization
and organizational change in higher education?
- The first challenge is
recognizing that the world we live in is becoming increasingly
international in our communication networks, career choices, and
interpersonal interactions.
- The second challenge for educators is getting beyond the boundaries of discipline and campus,
state and nation. Going beyond borders requires a cognitive shift
and a redesign of our usual way of thinking.
- The third challenge is fully integrating international perspectives within the curriculum
and all units within the university.
Back to the top
References:
American Council on Education. (1995). "Educating
Americans for a World in Flux: Ten Ground Rules for Internationalizing Higher
Education." Washington, DC: ACE.
Association of International Education
Administrators Working Group (l996). A Research Agenda for the Internationalization of Higher
Education in the United States. Recommendations based on
August l0-11, l995 Meeting, B. Burn and R. Smuckler, co-chairs.
Pullman, WA: AIEA Secretariat, Washington State University.
Bremer, L. & Van der Wende, M. (l995). Internationalizing
the curriculum in higher education. The Hague, Netherlands: Nuffic.
Burn, B. (l980). Expanding the
International Dimension of Higher Education. San Francisco: Jossey-Bass.
de Wit, H. (l995). Strategies for
Internationalisation of Higher Education: A Comparative Study of Australia, Canada, Europe, and
the USA. Amsterdam: EAIE.
de Wit, H. (l992). International
Education in Europe. EAIE Occasional Paper Number Two. Amsterdam, The Netherlands: European
Association for International Education.
Ellingboe, B.J. (l996a). Divisional
Strategies on Internationalizing the Curriculum: A Comparative Five-College Case Study of Deans’ and Faculty
Perspectives at the University of Minnesota. Unpublished Master of Arts Thesis, June 27,
l996.
Ellingboe, B.J. (l996b). Executive
Summary of a Master of Arts Thesis, University of Minnesota.
Groennings, S. & Wiley, J. (l990). Group
Portrait: Internationalizing the Disciplines. New York: The American Forum for Global Education.
Hanson, K.H. and Meyerson, J. (eds.)
(l995). International Challenges to American Colleges and Universities: Looking
Ahead. Phoenix, AZ: American Council on Education and The Oryx Press.
Hanvey, R.(l979). An Attainable Global
Perspective. New York: Global Perspectives in Education, Inc.
Harari, M. (l992) The Internationalization
of the Curriculum. In C.B. Klasek (l992) Bridges to the
Future: Strategies for Internationalizing Higher Education.
Pullman, WA: Washington State University’s Center for
International Development. Headquarters of the Association of
International Education Administrators.
Harari, M. (l989) Internationalization
of Higher Education: Effecting Institutional Change in the Curriculum and Campus Ethos.
Occasional Report Series on the Internationalization of Higher
Education, Report #1. Long Beach, CA: California State
University, Center for International Education.
Henson, J.B., Noel, J.C., Gillard-Byers,
T.E. & Ingle, M.D. (l990). Internationalizing U.S.
Universities: Preliminary Summary of a National Study.
Presented at the Conference on Internationalizing U.S.
Universities, June 5-7 in Spokane, Washington. Reprinted in Washington State University. (l990). Internationalizing
U.S. Universities: A Time for Leadership -- Conference
Proceeding, June 5-7, Spokane. Pullman, WA: Washington State
University International Program Development Office.
Johnston, J. S., Jr. and Edelstein, R.
(l993). Beyond Borders: Profiles in International Education. Washington, DC: Association of American
Colleges and American Assembly of Collegiate Schools of Business.
Kerr, C. (l990). The Internationalisation
of Learning and the Nationalisation of the Purposes of
Higher Education. European
Journal of Education, 25 (l), 5-22. Reprinted as
"Allegiances: The Nation-State and the World of
Learning" Chapter l in Higher Education Cannot Escape History (l994).
Albany: SUNY Press, 5-l8.
Klasek, C.B. (l992) in Hanson, K.H. and
Meyerson, J. (eds.) International Challenges to American
Colleges and Universities: Looking Ahead. Phoenix, AZ:
American Council on Education and The Oryx Press.
Knight, J. (l997, Spring). A Shared
Vision? Stakeholders’ Perspectives on the
Internationalization of Higher Education in Canada. Journal
of Studies in International Education. 1 (1), 27-44.
Lambert, R.D. (l989) International
Studies and the Undergraduate. Washington, DC: American Council on Education.
Lyman, R. (l995) Overview in Hanson,
K.H. and Meyerson, J. (eds.) (l995). International Challenges
to American Colleges and Universities: Looking Ahead.
Phoenix, AZ: American Council on Education and The Oryx Press.
Mestenhauser, J.A. (in press) Portraits
of International Curriculum: An Uncommon Multi- dimensional
Perspective. Seminar Paper for the Spring l996
Faculty/Student Seminar: "Internationalization of the
Curriculum" and a Working Paper in the Institute of
International Studies and Programs’ Series on Semester
Conversion and Internationalization. (Contact the author at: <j-mest@umn.edu
> for a copy)
Metcalf, M. (l996, May). Revisiting
Liberal Studies: Directions in the Internationalization of the Curriculum. Seminar Paper for
the Spring l996 Course "Internationalization of the
Curriculum."
Organisation for Economic Co-operation and
Development (l997). Internationalisation of Higher Education. Paris:
OECD.
Pickert, S. and Turlington, B. (l992). Internationalizing
the Undergraduate Curriculum: A Handbook for Campus Leaders.
Washington, DC: American Council on Education.
Smith, A., Teichler, U., & van der
Wende, M. (l994). The International Dimension of Higher
Education: Setting the Research Agenda. Proceedings of an
international research workshop jointly sponsored by the Academic
Cooperation Association an the International Research Center for
Cultural Studies, April 29-30, l994 in Vienna. Wien, DVR:
Internationales Forschungszentrum Kulturwissenschaften.
Tonkin, H. & Edwards, J. (l98l). The
World in the Curriculum: Curricular Strategies for the Twenty-first Century. New York:
Change Magazine Press.
Van der Wende, M. (l994, June). The
contribution of Internationalisation to the quality of higher education in EAIE Newsletter
(l5), pp. 12-13, 18-19. European Association of International
Education.
Washington State University. (l990). Internationalizing
U.S. Universities: A Time for Leadership -- Conference
Proceeding, June 5-7, Spokane. Pullman, WA: Washington State
University International Program Development Office.
Back to the Internationalization
Page
|
