Comprehensive Internationalization:

Transcription

1 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

2 Part I Introduction Hudzik and McCarthy--NAFSA Houston

3 WHAT IS COMPREHENSIVE INTERNATIONALIZATION (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. Hudzik and McCarthy--NAFSA Houston

4 PARADIGM SHIFT IN SCALE, SCOPE AND INSTITUTIONAL CULTURE 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. Hudzik and McCarthy--NAFSA Houston

5 LEVELS OF ACTION TO MOVE CI FROM CONCEPT TO REALITY 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. Hudzik and McCarthy--NAFSA Houston

6 LEVELS OF ACTION (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. Hudzik and McCarthy--NAFSA Houston 6

7 THE IDEAL AND THE REALITY 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. Hudzik and McCarthy--NAFSA Houston

8 PURSUE THE LONG-RANGE STRATEGY IN MANAGEABLE STEPS OVER THE LONG RUN Not 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. Hudzik and McCarthy--NAFSA Houston

9 DIFFERING INSTITUTIONAL PATHS 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.. Hudzik and McCarthy--NAFSA Houston

10 COMMITMENT TO COMMON ASPIRATIONS FOLLOWING DIFFERENT PATHS 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. Hudzik and McCarthy--NAFSA Houston

11 Rationales and Drivers Core Mission Drivers Customer Drivers Responsibility Drivers Globalization Drivers Hudzik and McCarthy--NAFSA--Houston

12 THE CORE MISSION (BUSINESS) RATIONALE 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. With globalization, the business of universities is increasingly conducted across borders. 12

13 The Client/Customer Rationale Higher Education has customers who are they? Our students/graduates. Our communities. Our businesses and employers. Life and work in a global environment is increasingly an expectation for everyone. Our customers at home are global customers too. 13

14 OECD 2008 HE REPORT 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. 14

15 THE SOCIAL AND NATIONAL NEEDS RATIONALE Foster global relationships, peace and justice. Improve cross-cultural understanding 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. 15

16 HIGHER EDUCATION GLOBALIZATION Growth and spread in global higher education Instructional demand and capacity Research capacity Increased cross-border H.E. Trade and competition Collaboration. 16

17 IMPLICATIONS FOR HIGHER EDUCATION S INTERNATIONALIZATION 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 ) 17

18 LINK CI TO INTELLECTUAL OUTCOMES Learning outcomes. Research/scholarship outcomes. Community service and outreach outcomes. Strengthening curricula and research priorities. Sustained institutional capacity building. NAFSA Houston

19 DEFINE WHAT WILL CONSTITUTE SUCCESS 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? Hudzik and McCarthy--NAFSA Houston

20 COMMITMENT TO COMMON ASPIRATIONS FOLLOWING DIFFERENT PATHS 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. Hudzik and McCarthy--NAFSA Houston

21 Part II Actions at the Macro Level Hudzik and McCarthy--NAFSA Houston

22 KEY ACTIONS AT THE MACRO LEVEL 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 Hudzik and McCarthy--NAFSA Houston

23 BUILDING THE CAMPUS CULTURE 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 Hudzik and McCarthy--NAFSA Houston

24 ENGAGING A CAMPUS DIALOG 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. Hudzik and McCarthy--NAFSA Houston

25 SAMPLE AGENDA FOR A CAMPUS DIALOG 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? Hudzik and McCarthy--NAFSA Houston

26 MORE ISSUES FOR A CAMPUS DIALOG 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? Hudzik and McCarthy--NAFSA Houston

27 OUTCOME FROM A SUCCESSFUL DIALOG 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. Hudzik and McCarthy--NAFSA Houston

28 MORE OUTCOMES FROM A SUCCESSFUL DIALOG 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. Hudzik and McCarthy--NAFSA Houston

29 CONNECTING CI TO CORE INSTITUTIONAL MISSIONS AND VALUES 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 21 st century. Hudzik and McCarthy--NAFSA Houston

30 BUILDING SUPPORT THROUGH INTEGRATION 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. Hudzik and McCarthy--NAFSA Houston

31 INTEGRATING INTO COURSES AND CURRICULA 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? Hudzik and McCarthy--NAFSA Houston

32 OTHER TEACHING AND LEARNING INTEGRATION Integration of study abroad experiences into degree program requirements Returning students can help internationalize the oncampus 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. Hudzik and McCarthy--NAFSA Houston

33 EXTEND THE LEADERSHIP TEAM 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? Hudzik and McCarthy--NAFSA Houston

34 Key Players International office Academic deans and chairs Campus support and service units President and Provost Individual Faculty Hudzik and McCarthy NAFSA Houston

35 ARTICULATING A BOLD VISION AND GOALS. 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 Hudzik and McCarthy--NAFSA Houston

36 EXAMPLE OF GOALS FOR A BOLD VISION 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. Hudzik and McCarthy--NAFSA Houston

37 WHAT IS COUNTED, COUNTS 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. Hudzik and McCarthy--NAFSA Houston

38 THE CRITICAL ROLE OF THE FACULTY 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. Hudzik and McCarthy--NAFSA Houston

39 RECRUIT 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? Hudzik and McCarthy--NAFSA Houston

40 Part III Action at the Operational and Project Level Hudzik and McCarthy--NAFSA Houston

41 CI Ultimately is Advanced through Concrete and Transformational Projects. The Macro/Strategic sets the stage and foundation..but.. Transformational Projects Make CI Real. Hudzik and McCarthy--NAFSA Houston

42 TAKE ADVANTAGE OF KEY EVENTS IN THE INSTITUTION S LIFE 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. Hudzik and McCarthy--NAFSA Houston

43 CHALLENGE THE STATUS QUO 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. Hudzik and McCarthy--NAFSA Houston

44 Part IV Expanding, Engaging and Motivating Others Hudzik and McCarthy--NAFSA Houston

45 FOSTER 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. Hudzik and McCarthy--NAFSA Houston

46 SETTING THE STAGE TO ENGAGE OTHERS. Identify CI Supporters and Potential Allies Intrinsically Motivated Actors Extrinsically Motivated Colleagues Identify and Disarm Opponents Hudzik and McCarthy--NAFSA Houston

47 ENGAGING THE UNCOMMITTED 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. Hudzik and McCarthy--NAFSA Houston

48 STEPS TO ENGAGE THE UNCOMMITTED 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. Hudzik and McCarthy--NAFSA Houston

49 STEPS TO ENGAGE THE UNCOMMITTED 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? Hudzik and McCarthy--NAFSA Houston

50 STEPS TO ENGAGE THE UNCOMMITTED 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. Hudzik and McCarthy--NAFSA Houston

51 STEPS TO ENGAGE THE UNCOMMITTED 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). Hudzik and McCarthy--NAFSA Houston

52 STEPS TO ENGAGE THE UNCOMMITTED 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

53 LEADERSHIP SKILLS FOR TRANSFORMATIONAL CHANGE 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. Hudzik and McCarthy--NAFSA Houston

54 LEADERSHIP SKILLS FOR TRANSFORMATIONAL CHANGE (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

55 Part V Anticipate Challenges Internationalization will play out under the overarching higher education constraints, opportunities and challenges. Hudzik and McCarthy NAFSA Houston

56 HOW WILL BROADER CHALLENGES IN USHE SHAPE ITS INTERNATIONALIZATION? 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. Hudzik and McCarthy NAFSA Houston

57 CHALLENGES 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 Hudzik and McCarthy NAFSA Houston

58 Part VI Summary of Visioning, Developing and Managing (VDM) Transformational Projects Hudzik and McCarthy--NAFSA Houston

59 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. Hudzik and McCarthy--NAFSA Houston

60 VDM TRANSFORMATIONAL PROJECTS 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? Hudzik and McCarthy--NAFSA Houston

61 VDM TRANSFORMATIONAL PROJECTS (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? Hudzik and McCarthy--NAFSA Houston

62 VDM TRANSFORMATIONAL PROJECTS (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? Hudzik and McCarthy--NAFSA Houston

63 VDM TRANSFORMATION PROJECTS (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? Hudzik and McCarthy--NAFSA Houston

64 COMPREHENSIVE INTERNATIONALIZATION Full version & executive summary free at Additional resources: internationalization & trendsinsights Contact us at: 64