Effective strategies in internationalization of higher education in the United States

Abstract

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.

An International Partnership of 12 Anatomy Departments – Improving Global Health through Internationalization of Medical Education

“…In Europe, international exposure has a long tradition (i.e., via ERASMUS, IFMSA, and DAAD) and institutional or governmentally supported programs are common [14][15][16]. These programs were often established in line with the liberal model following efforts to support integration and cultural understanding in the post-World War II era [17]. Growth can also be seen as a major driver for IoME in certain countries [18,19].…”

Development of the Global Engineering Programming Model: A Participatory, Mixed-Methods Approach

“…As noted, study abroad has been the primary strategy to prepare engineering students, but it unfortunately targets too few students (Yershova et al, 2000). Scholars have emphasized the need for comprehensive internationalization efforts (Agnew, 2012;Altbach & Knight, 2007;Betty Leask, 2013;Ozturgut, Cantu, Pereira, & Ramon, 2014;De Wit , 2011). The GEP Model can help provide a structured approach to develop school-wide sustainable global programming.…”

How to Internationalize Medical Education using Concepts in Internationalization of Higher Education

“…Over the course of five years, we successfully established a network of 14 international universities on four continents, which provided the foundation for the students' early international exposure (Table 1). (Hudzik, 2011) and Association of International Education Administrators, and publications by researchers in IoHE (Qiang, 2003;De Wit, 2011;Ozturgut et al, 2014;Hudzik, 2015) (see Table 2).…”