AIEA Occasional Papers are essays or reports that inform the AIEA membership and the larger international education community about subjects relevant to the internationalization of higher education. If there are particular topics you'd like to see represented here, please email email@example.com. If you are interested in submitting an Occasional Paper, please refer to the Occasional Paper Guidelines.
Strategic Planning for Internationalization in Higher Education
Elizabeth Brewer, Beloit College; Harvey Charles, Northern Arizona University; and Adelaide Ferguson, Independent Consultant; contributions from Susan Carvalho, University of Kentucky; and Joanna Regulska, Rutgers,The State University of New Jersey
Strategic planning has gained increased importance in higher education, and is emerging as an important component of internationalization. This occasional paper begins with a review of the history of strategic planning and its application to higher education, before proposing 12 principles for strategic planning related to internationalization. Three case studies illustrate the principles in practice. Although focused on internationalization within the U.S. context, the paper should have lessons for institutions beyond the U.S.
The purpose of this occasional paper is to provide guidance to Senior International Officers (SIOs) in preparing reviews of internationalization programs through a brief discussion of accreditation in the U.S. and subsequent discussions of self-studies and external reviews. The paper is based on the premise that self-studies and external reviews are valuable tools for measuring and advancing the value of international education in higher education, and for making this value visible to individual institutions, to higher education more broadly, and to the public.
Universities are increasingly utilizing social media as an important tool in international student recruitment. This occasional paper covers both the primary reasons why institutions are taking this route, how they are using it in the international context (including links to many varied examples), as well as widespread challenges.
Although campus globalization is an increasingly important strategic issue in American higher education, governing boards rarely take up this topic, despite the considerable international experience of many board members. Further, SIOs rarely have opportunities to interact directly with governing boards. This occasional paper therefore discusses these problems and their causes, and suggests strategies SIOs can use to help the governing boards of their institutions become more engaged with internationalization.
An estimated 25% of U.S. study abroad students participate in programs organized all or in part by “providers,” a percentage that is likely to grow according to the author. The term “provider” is defined, and the relationship of providers to host and sending universities discussed. Questions of cost and quality assurance are deemed unlikely to diminish the trend toward increased use of provider programs.
International internships are becoming a highly sought commodity by students who feel these provide opportunities to gain skills not possible in traditional study abroad programs. Prospective employers, however, do not always view international internships positively. Students must, therefore, be able to articulate what they learned to potential employers, a skill that can be learned when the internship is followed by a credit-bearing activity upon return to campus. Multiple data tables illustrate the paper.
This occasional paper offers an overview of the major challenges that have been met by the Title VI legislation as it has evolved over the past fifty years. It then enumerates current and anticipated challenges as of February 2010 for Title VI specifically and, more generally, for efforts to inject more international content into the curricula of education in the United States.
Paul L. Gaston, Kent State University
As an important development in international higher education, as well as a potential model for other world regions, the Bologna Process intended to harmonize European higher education bears close and ongoing scrutiny. This occasional paper reviews both powerful accomplishments to date (the “three-cycle” degree system, ECTS, emphasis on life-long learning and a “social dimension”), as well as potential “pot holes” in the road to a European Higher Education Area. Challenges identified include the growing number of signatory states, lack of funding or formal infrastructure for the process itself, as well as competing interests.
This occasional paper discusses the potential role of partnered inquiry in creating globally engaged colleges and universities that prepare students for global citizenship, that is, citizen diplomacy. Such diplomacy acknowledges the multiple affiliations of students and faculty members, and also their responsibilities to home and host communities. The brief concludes with a discussion of a pedagogical model involving community partnerships, collaborative inquiry, hands-on experience, and integrative projects.
This occasional paper shares a frank and detailed review of the first few years of the Vanderbilt International Office, created in 2006. Short descriptions of various processes and key activity areas such as increasing visibility, building a team, developing institutional partnerships, are each followed by important “lessons learned” that utilize the value of hindsight for the benefit of SIOs in similar positions.
Science majors are faced with a paradox—heavy course loads and tight schedules seem to preclude study abroad, however, upon graduation, science majors may be ill-prepared for a highly international workforce. This occasional paper highlights how science majors, including pre-med students, can find multiple benefits from participation in study abroad programs and examines both real and imagined obstacles universities face in the development of successful study abroad programs for science majors.
Building upon close to a century of cooperative education programs, Drexel University is expanding learning opportunities abroad at the graduate level to encourage reflective experiential learning. Ecotourism allows graduate students to work with local communities to develop sustainable responsible tourism. This occasional paper begins with a theoretical background for developing such opportunities and concludes with a student account of condor conservation in Peru.
Readings for the First Annual AIEA Global Dialogue: Academic Cooperation Across Borders and Continents - Washington, DC: