Role of Faculty in International Education Gene Allen, Associate Vice President, International Programs, University of Minnesota

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1 Role of Faculty in International Education Gene Allen, Associate Vice President, International Programs, University of Minnesota Faculty Roles In Internationalization Faculty are the most critical factor in achieving a more internationalized campus. They are responsible for creation of the curriculum and its delivery, the research that is envisioned and conducted, and the outreach/development programs that are designed and delivered. These and our graduates are the major outcomes of universities. Faculty make choices about the extent to which international aspects are included in their courses, research and outreach programs. The incentives and disincentives associated with these decisions need to be identified and addressed on each campus. Thus, engaging faculty is essential to expanding their global competence and internationalizing the campus. Characteristics of Globally Competent Faculty Faculty who function with an internationalized mindset as described by Paige and Mestenhauser (1999) have reached the ultimate in what is referred to in this report as globally competent faculty. As discussed in the ACE Report (2003), such faculty have cognitive competence with regard to internationalization. This means that in synthesizing ideas and information, they draw upon, integrate and compare information from a very diverse set of disciplines, cultures, international experiences and perspectives that are derived from multiple sources and experiences. Unfortunately, a well developed internationalized mindset is rare among new Ph.D. graduates and therefore young faculty. The interdisciplinary, intercultural and diverse experiential aspects do not fit the focused disciplinary nature of typical Ph.D. programs. Likewise, it is important to emphasize that an internationalized mindset is not necessarily associated with everyone who teaches or knows a foreign language or has an international reputation in research. Thus, campuses that aspire to have more faculty who are globally competent need to have multiple ways to assist faculty in moving toward this goal. Unless the administration and faculty make this a priority, progress in achieving it among more faculty will be minimal and internationalization of programs, etc., on the campus will be slow. Global competence of faculty can be achieved in many different ways. It would be rare for any faculty member to have done all of the following, but what is needed is a campus culture and commitment to internationalization that then engages a large number of faculty in cultural and international initiatives and programs like the following: Demonstrates an interest in other countries, cultures and world affairs, and values the differences among them in considering a variety of issues. The interest is evidenced in discussions, involvement in international groups, and participation in seminars and workshops that go beyond the individual s disciplinary expertise. Participation in such activities expands one s general understanding of other cultures and international issues. In the absence of such general interests, it is very difficult for individuals to become more globally competent. Has a significant understanding of another culture, country or region of the world and is conversant in one or more other languages. This understanding is reinforced by 1

2 travel, study and linkages related to those countries. As a result, the individual becomes recognized on campus as having some special knowledge and insights related to this specific culture, country or region. Participates in international meetings, etc., and develops a network of international colleagues that evolves into joint efforts such as technology-linked classes, research grants, development projects, exchange of graduate students, and formal linkages or agreements involving units of their campuses. Integrates international dimensions and comparisons into courses that helps students value different cultural or global perspectives in addressing issues. When appropriate, uses international students and study abroad alumni as additional resources in classes. Participates in or gives leadership to interdisciplinary discussions, seminars or classes related to international topics or another country, culture or region of the world. Such initiatives may lead to grants like those in Title VI or contracts associated with development funding that are only awarded to interdisciplinary groups. This may also lead to formation of an interdisciplinary center or more formal organization of the group. Advises and hosts international students and scholars, encourages their participation in classroom discussions and integration into campus life activities, and assists them with home stays. Visits a learning abroad site of interest and advises students about the importance of participating in a learning abroad experience and other classes, programs and activities that develop or expand their international perspectives. Such faculty are also critical partners to study abroad professionals in identifying learning abroad courses and programs that can be integrated into the degree requirements of students. Develops or delivers a learning abroad course or experience that involves students from the campus. Such international education programs could be self-standing or linked to an on-campus course or program, and could be focused on students seeking any degree. Lives and works in another country for an extended period of time at least once in their career. Ideally, this should happen as early as possible in an academic career. Sabbatical leaves, Fulbright and other fellowships, grants, special research sites or facilities, and development projects provide multiple opportunities to help facilitate this very meaningful kind of international experience, but it requires much planning and coordination. Faculty Related Issues and Incentives Related to Internationalization In this global era it is increasingly necessary that the majority of faculty have some responsibility for contributing to and broadening the international base of research, teaching and outreach programs. With the ultimate goal of increasing the global competence and internationalized mindset of faculty, internationalization efforts need to be pervasive across campus and mainstreamed into all programs. This is in contrast to earlier eras, when international dimensions were more typically viewed as the responsibility of a few programs or positions specifically designated for international programs. 2

3 Faculty are very good at assessing the incentives and disincentives associated with programs, priorities and responsibilities. Therefore, for internationalization efforts to succeed, faculty first need to be involved in discussions directed toward developing a campus vision, unit goals, and plans for expanding internationalization of the campus and unit. Faculty needs and incentives as well as the organizational structure of international programs on campus are critical parts of such planning. Following are some examples of issues and incentives that relate to faculty: Incorporate international dimensions appropriate to positions into job descriptions, and then reinforce these during the interview and hiring process. Develop promotion, tenure and salary adjustment guidelines that adequately address the inputs, outcomes and timeframe necessary for different kinds of international contributions. Promotion and tenure guidelines need to go well beyond the quite common statement of establishing an international reputation, which may have minimal impact on the advancement of an international mindset. Frequently, the international reputation is established through disciplinary research, which can be unrelated to expanding an international mindset and increasing global competence. Provide international initiative funds that assist faculty in meeting and working with international colleagues so that they can establish international collegial networks important to their campus, programs, students and careers. It is especially critical that this be done for young faculty. Provide workshops and assistance for faculty/staff on topics such as acquiring international grants and contracts and best practices for integrating international dimensions into courses and the curriculum. Ask each college to establish international goals related to one or more aspects of their programs, and plans for how these will be achieved. Provide annual recognition for the most outstanding advances on internationalization made by colleges. Establish campus awards for international contributions of faculty/staff that are equivalent to those given for research, teaching, outreach and service. Examples might include Distinguished International Faculty Fellows, Outstanding International Team Project Award, Campus International Ambassador Award, and Distinguished International Alumni Award etc. Assure that international program initiatives and accomplishments are adequately and appropriately communicated on campus and to off-campus constituencies including donors. Summary Statement for Faculty Section As in most campus initiatives or priorities, faculty will not be in uniform agreement about what constitutes an international mindset, global competence or internationalization of the campus, and for some, whether any of these should be a unit or campus priority. These differences represent the norm, but important campus priorities should be built upon diverse input and then transcend individual differences to become a coherent goal. This is certainly true for building an international mindset and increasing global competence in faculty. In the absence of developing global competence among the majority of the faculty, it will be much more difficult to bring meaning to internationalization of the campus. Therefore, it is important to set goals and outcomes 3

4 for internationalization of the campus, and initiate these with leading or key faculty who are ready to make a commitment and give leadership to them. End of Current Faculty Section Draft NOTE: Following are some materials I originally drafted for the faculty section, but that I do not currently plan to use in the preceding faculty section. Others are welcome to make use of any of the following materials or ideas that are helpful. Campus Climate Issues that are a part of campus climate as used in this context set a tone for how the administration, faculty, staff and students envision, feel and act with regard to all aspects important to the internationalization of campus life and university programs. Following are examples of issues that set a campus tone for the significance that a campus has assigned to its international dimensions. Many faculty and others use these as leads in determining the priority that has been assigned to international programs. Some of these are discussed in greater detail in other parts of this report, but are enumerated here to emphasize their specific importance to the perceptions and actions of faculty. Do the mission and current planning documents of the university clearly state the need for the international character and priority for these aspects in university programs? Have the president, chief academic officer and deans made the case for why international aspects should be among the priorities of university programs and campus life? Is there a central office for giving leadership, coordination and assistance to the international needs of units, faculty and the campus? Do the title and reporting relationship of the chief international program officer reflect that international programs are a significant priority for the campus and university? Does the central international office have sufficient flexible funding to make a difference among faculty for needs such as international travel, program initiation, student scholarships or fellowships, and assisting with special needs of international students, scholars and visitors? Have departments, colleges/schools or the university conducted surveys or reviews related to internationalization like that described by the American Council on Education? (See: Internationalizing the Campus-A User s Guide, 2003) Tentative or weak answers to multiple questions like these are a serious detriment to any efforts to internationalize a large campus. If such is the case, but yet there is a sincere desire to bring about significant internationalization of the campus and its programs, then campus climate issues like those above should be addressed prior to expecting faculty to carry the campus momentum for internationalization. The latter approach in the absence of more positive answers to questions like those above on campuses with a significant research and outreach mission (such as land grant universities) is most likely destined for sporadic results, dismay and failure. To walk the talk, campus climate issues related to 4

5 international aspects cannot be minimized or avoided. It would be a rare campus that does not need to address at least some of these issues. In part this is because of changing times with regard to the increasing importance of international aspects in research, teaching and outreach programs and the greater global competencies needed or expected in our graduates. Teaching and Curricular Issues The courses of a curriculum and the associated learning experiences are key to the enhancement of global competence among graduates. It is difficult to imagine graduates of any program who would not benefit personally or professionally from internationalization of their curricula. Within certain guidelines and program needs, faculty control the curricula, create and deliver courses and establish all-university and major degree requirements. In each of these, there is an opportunity to integrate international dimensions and content into the educational programs of students. However, in the absence of appropriate discussion and planning it is unlikely that a wellcoordinated and more comprehensive coverage of international aspects will evolve in an appropriate way across different majors. What proportion of the faculty agree that some level of global competence is important for their graduates and who are the faculty that will give leadership to increasing internationalization of the curriculum? What aspects of internationalizing the curriculum need to be addressed from the allcampus, collegiate and departmental points of view? What should be the foreign language admission and graduation requirements of the campus and different degree programs? What are the minimal expectations for graduates with regard to understanding global geography and differences among cultures, religions, economic and social systems of the world? How can such dimensions be included in the general education requirements of all students? Are there alternative ways of achieving and assessing this expectation? Are there courses, activities, campus life and learning abroad programs that can assist students in communicating across cultures and adapting to unfamiliar situations? What is the role of learning abroad programs to internationalization of different majors, how can such programs be integrated into degree requirements, and how can enrollment in learning abroad programs be encouraged? What kinds of workshops or other activities would assist faculty in bringing greater international perspectives to one or more of their classes? How could the incorporation of such materials be encouraged across campus? Are there ways that the international students and learning abroad alumni can contribute to this effort? In addition to undergraduate education, how do internationalization issues of the curriculum and educational experiences relate to graduate and professional degree education? What are the potential issues for alumni of different graduate or professional degree programs that have little or no background on cultural and international issues? 5