Presentation:

The main theme of this session was to discuss constraints and effects of study-abroad programs on the overall intellectual growth of undergraduate studies. Throughout the discussion the terms ‘internationalization/internationalized, or international studies’ were used synonymously with study-abroad undergraduate programs or exchange programs that are available in many universities. The session, –led by Dr. Hastings, was followed by discussions on various issues that concern the successful establishment of an undergraduate international studies program.

Dr. Hastings referred  to Tom Friedman’s writings on the ‘world being flat’ to underscore that globalization in education is also inevitable. He pointed out that just as economic and financial markets are connected across the globe, education and learning is also a global process and should be viewed on a globalized platform. Dr. Hastings said that while US universities have successfully attracted meritorious students from universities in China and India, recent efforts, for example, by the government of China to improve its own educational infrastructure could affect future recruitment of meritorious students from China.  He also cautioned that while US universities need a global strategy and need to associate themselves more prominently with foreign universities, this process should not force any compromises in the mission, cultural ethos, and integrity of the American vision of learning and education. He observed that globalization in education needs is a two-way process, which can be achieved with the concept of a ‘joint degree’. Though this was not discussed in detail, an example of ‘joint degree’ that was brought up was close US-foreign university collaborations such as: US universities that collaborate with universities in Singapore, Dubai, France, and others. He also briefly mentioned the role of Internet in education and information access. He noted that while people actively reach to the Internet for information, education still is understood as a formal learning experience involving mutual student interactions, and something not readily available on the web (though most universities do utilize web-based tools to improve the learning experience). However, he added that the growing role of Internet in delivering information (not education) to people has also resulted in the increase in demand for value-added undergraduate degree programs.

Dr. Hastings listed some of the practical and perceived constraints that were fundamental in the operation of a globalized undergraduate study program: a) Cost incurred by the University:  since study-abroad expenses exceed expenses that can be covered from tuition, and without state support or endowment funds international studies are often not sustainable, b) Cost incurred by the parents: with the reduction of income in middle-class America, higher education has become more expensive than before and the trend of merit-based aid as opposed to need-based aid often does not encourage enough students to consider study-abroad programs. This, in turn, has also increased the demand for more value-added study-abroad programs, c) Changing demographics: The increasing enrollment of minority students in undergraduate programs addresses the need to design the study-abroad programs to a much wider demography than is currently available. Among some of the perceived constraints in globalized undergraduate studies, Dr. Hastings pointed out that two factors were important to address: a) value of globalized undergraduate study and its perception as academic tourism vs. actual education and b) fair exchange of both US and non-US students as part of the ‘global studies’ program.

Discussion:

The discussion session primarily dealt with strategies to internationalize undergraduate education through examples, observations and experiences of the participants. The discussion group included participants who hold academic positions directly linked to study-abroad programs, as well as two students who had observed or participated in study-abroad programs.

Questions that were dealt with during the discussion are summarized below:

1. What is the definition of ‘global citizens?’ What are their goals and what do they bring to the US?
Most participants agreed that one of the main contributions of international studies is its role in improving a student’s global competency and international understanding. All addressed examples concluded that international studies increase the participating student’s respect for both similar and dissimilar cultures around the globe.

2. Through internet-based education can international studies be fast-tracked through web-based portals, or is it important to have a physical and personal experience in a foreign country? Most agreed that actual physical experience with another country was essential at some point although use of the internet could help to prepare students.

3. What should be the outline for a program that focuses on ‘global citizenship?’
There was a brief discussion that a program specifically addressing global citizenship should include a curriculum focused on: learning language, study abroad experience, service, and return to main institution. On return, both within campus international communities and study-abroad students should be encouraged to mutualistically enhance their experiences and interactions. (Kansas)
     
4. How does one sustain, educate, and live in an international community? Cecilia Lucero (University of Notre Dame)
International studies can provide not only a learning and research experience but also a service-oriented experience. A successful international study experience students should be groomed for issues such as social etiquette, humility in foreign culture, and unfamiliar economic conditions.

Recommendations:

Session participants provided the following recommendations to encourage undergraduate student participation in study-abroad programs while on campus:

• Improve library literature on foreign cultures, history, and languages.
• Set up international television channels in libraries for students to monitor and critically judge global political dynamics.
• A minimum duration of one semester or ten weeks is necessary for a student to get comfortable in the new surroundings and to understand the new culture.
To truly achieve the meaning of global citizenship, which is the development of a global mind-set, a minimum of three months is required for a student to experience, understand, and embrace an unfamiliar culture and social structure.