This qualitative study investigated the existing outlooks of internationalization in higher education in US universities having a sizable international student population attending their campuses. The purpose of this research was to explore the common practices for internationalization of higher education in US institutions. This study utilized Zha's (2003) conceptual and organizational framework of internationalization of higher education: the activity approach, which includes curricula, studying abroad, internationalizing faculty, and recruitment of international students. Other components of the framework include: the competency approach, which includes development of knowledge and skills, the ethos approach which focuses on the infusion of intercultural and international initiatives, and the process approach which seeks internationalization by means of inclusion of international and intercultural dimensions into teaching, service, and research. A correlation was discovered between the cited literature and raw data that was analyzed. The main themes indicating current practices that higher education institutions were employing to increase internationalization were: 1) hosting international events for training and education on culture and diversity, and 2) having international dimensions within their institutional infrastructure. This study suggests that internationalization of higher education in the United States needs to continue, evolve, and expand, especially since globalization trends make it more pertinent to the understanding of various cultures. In order for higher education in the United States to be competitive and viable in the global market, there needs to be a sustained goal in internationalizing teaching, learning, and practices.

Fifty-six students studying at a Chinese college in a southern province were surveyed for this study and asked to describe their experiences if they were to wake up one day to find themselves in the United States as U.S. citizens. A content analysis was performed for the final analysis of the raw data. Chinese students views on the U.S. varied but mainly focused on the positive aspects of life in America. This researcher therefore concluded that Chinese students surveyed through this study did not have realistic views of life in the U.S.

The Chinese have been using standardized testing for centuries. Ancient Greeks have tried it for centuries since 5th and 4th BC. There is no evidence that they have become successful in educating their children through an imperial or elitist system. The impact of standardizing the education on a nation is significant. This is not only true for not being able to cultivate creative and innovative youth and thus a society, but also has significant impact on the economy as well. China example may help justify and clarify the direction we are heading in educating our nation. This paper reflects on the impact of standardized testing on China and explains the need to redirect our efforts within our educational system.

Kandel (1881–1965) is the most widely recognized leader and founder of modern comparativeeducation. He asserted that the direction of education in democratic nations ought to be "borrowed andadjusted" within the cultural context of each nation. He further argued that, "so many of the problems ineducation are today common to most countries; in their solution certain common principles . . . areinvolved; the practical outcomes may, however, differ because of differences in tradition, in social andpolitical principles, and in cultural standards"(Kandel, 1936, p. 401). As Kandel (1933) suggested, theproblems and purposes of education have in general become somewhat similar. It is thereforeimportant to learn from the experiences of other cultures and nations.

No abstract