Want to study abroad Fall semester 2014??

Want to study abroad Fall semester 2014??

Similar Goals and Dueling Agendas: Perceptions of Campus Internationalization and Equity Policies Dr. Kati Bell Director, Global Education Dominican University of California Growth of Internationalization Policy Background to the Problem Demonstrated growth of internationalization policy in U.S. higher education 93 percent of doctoral institutions, 84 percent of masters institutions and 78 percent of baccalaureate intuitions surveyed, perceived that internationalization has accelerated on their campuses in the past three years (Green, 2012, p. 6). Critical research of internationalization policy is lacking Internationalization has become a synonym of doing good and people are less into questioning its effectiveness and essential nature an instrument to improve the quality of education or research. (Brandenburg & de Wit, 2011, p. 16) Key Terminology Globalization vs. Internationalization: Internationalization is a series of agreed upon practices around the common campus goal of creating a more globally connected student and faculty body (Knight, 2007). Globalization is understood as an economic phenomenon involving the

increasing the flow of technology, economy, knowledge, people, values and ideas across borders (Knight & de Wit, 1997) Equity vs. Diversity: Educational equity is the understood as the provision of equal access, opportunity, and outcome for all students and faculty (Bensimon, Dowd, & Harris, 2007). Diversity is the inclusion of a compositional difference of people as defined by ethnic, cultural and socio-economic criteria (McGee-Banks & Banks, 1995). Typology of Internationalization Ideology Ideal Internationalization policy as an ideal state Economic Internationalization policy as economic priority Curricular Internationalization policy as educational priority Focus

The moral world The global marketplace The individual learner Vision To create a better world To develop global revenue streams To facilitate personal and educational transformation Goals Mutual understanding across cultures, tolerance of diversity, and social change Economic growth; exchange of knowledge for profits Learning enrichment, new perspectives, personal transformation and growth

Strategies Provide global knowledge, facilitate insight, generate empathy and compassion Recruitment of international fee paying Stimulate self-awareness, and selfstudents and professional training programs reflections (study abroad), foster intercultural competence Measures Increased international mobility Increased revenue from new markets and exchange Increase in cultural Competency for students/faculty Critiques Arrogance, victimization, Ethnocentrism Brain drain, wealth disparity, cultural imperialism Academic arrogance, chauvinism,

individualism Senior level administrators Faculty members Organizational Staff administrators group Typology of Understandings of Equity in Higher Education Key Concept Access Opportunity Outcome Focus Incoming freshman and transfer students Continuing students Graduating students and alumni

Goals Racially and socioeconomically diverse student body Inclusive and active student Increased graduation rates body; increased diversity in for diverse students, majors improved employment opportunities, positive campus recognition Strategies Affirmative action, Increased need-based funding opportunities Increased participation in student activities, improved pedagogy and programming, inclusive excellence Measures Acceptance rates for racially and

economically diverse students Higher participation in Increased completion of student activities by racially underrepresented students and economically diverse students Critique Stops short, admission Potential for exclusivity, and Preservation of prevailing is no guarantee of decreasing campus ideology without true success integration transformation. Social Justice Historically marginalized populations Overcoming the hegemonic structures to increase educational

equity Outreach, tutoring and Awareness and advising services for at-risk empowerment students. Structural and building curriculum changes to facilitate graduation Equality of access, opportunity and outcomes in education Sustaining change and transformation Components of International and Diversity/Multi-cultural Offices Shared Challenges Shared Values Perceived disconnect from core university goals Commitment to cultural diversity, tolerance, inclusiveness

Offices are siloed and narrowly defined Desire to transform institutional structures Mission and goals not always well understand by greater campus community Promotion of understanding and tolerance of culturally different and marginalized people High risk to budget and staff cuts during resources allocation Interdisciplinary approach with a strong focus on experiential learning RQ 1. How do the reported practices of the international and diversity offices relate to the stated campus goals of internationalization and equity? Stated goals for internationalization Provide for global perspective to student body Promote globally diverse community (ex. International students &

faculty) Congruent with reported practices Increase the diversity of study abroad program participation Enrollment support for international students (additional advisors) Collaboration of diversity programming to enhance cross cultural awareness Incongruence with practices Divergent understandings of diversity term reserved for domestic students Global community is segregated and lacking inclusion RQ 2. How does organizational structure influence the perception of campus internationalization and equity initiatives? Reported and observed organizational structures: loose-coupling, collaborative efforts , and top-down support decentralized structure (loosely-coupled & silo-ed units) created divergent narratives and understandings of diversity & equity, collaboration was reliant on personal relationships centralized structure shared space and common goal of serving students ; ex. one-stop advising center; centrally administered, all students served governance: top down & shared goals reported to be important Conclusion : Supporting Educational Equity through Leadership Findings and Implications

Equity Internationalization policy may negatively impact campus equity by: a) introducing a diverging definition of diversity at the campus b) implementing a practice that is different from the original policy c) failing to evaluate or establish evaluative measures for campus diversification due to internationalization policy Leadership Understanding how internationalization impacts the campus diversity initiatives serves to inform campus leaders how to address potential inequities when developing, implementing and evaluating international policy. Integrating Equity into Internationalization Strategy Equality Is Not Always Equity This Is Equality This Is Equity Similar Goals and Dueling Agendas: Perceptions of Campus Internationalization and Equity Policy Contact Information: Dr. Kati Bell Director, Global Education Dominican University of California [email protected]

Dissertation: https://diva.sfsu.edu/bundles/218069 Dominican Global Learning Environment GEO Mission: GEOs mission is to support campus comprehensive internationalization through the lens of the Dominican Global Learning environment by promoting equity of access and demonstrated academic outcomes in three key areas: International Student/Scholar Services, Dominican Study Abroad and Global Faculty Engagement. GEO Vision: Advancing the Global Learning Environment: GEOs vision is to provide all students access to a global experience that reflects the values of the Dominican Global Learning environment. The DU Global Learning environment supports transformational opportunities for the DU community to engage with cultural difference and to foster global citizenship, ethical leadership and social responsibility at home and abroad. Achievement outcomes will be measured in three learning domains: intercultural competency, global interconnectivity, and global social responsibility.

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