Higher Education in a Global Society

Higher Education in a Global Society

Edited by D. Bruce Johnstone, Madeleine B. d’Ambrosio and Paul J. Yakoboski

Higher education functions in a global environment of consumers, employees, competitors, and partners. It has been a force for globalization and a model for adaptation, but nonetheless faces challenges. This volume of essays examines emerging issues and opportunities for advancing education across borders.

Chapter 9: Internationalizing the Scholarly Experience of Faculty

Diana Bartelli Carlin

Subjects: business and management, management and universities, economics and finance, economics of education, public sector economics, education, economics of education, management and universities


Diana Bartelli Carlin INTRODUCTION It is a rare post-secondary institution in the United States that does not make reference to campus internationalization in its mission statement. As a result, senior administrators crisscross the globe in pursuit of exchange partners, new sites for faculty-led study abroad programs, students, research collaborations, and international alumni cultivation. Patti McGill Peterson’s Chapter 8 in this volume acknowledges the limitations of such efforts in attaining the goal of an international campus unless more effort is put into internationalizing the faculty who “own” the curriculum. Green and Olson observed that “Only when a substantial number of faculty members actively participate can the institution provide students with diverse international learning opportunities that are fully integrated into the educational process” (Green and Olson, 2003, p. 69.) Doing so may be difficult, as Peterson indicates, but it is not impossible since the potential exists within every classroom for internationalization “as a process that prepares the community for successful participation in an increasingly interdependent world” (Francis, 1993, p. 5.) John Hudzik, the current president of NAFSA (the Association of International Educators), expressed this potential in a column for NAFSA’s International Educator: “It is difficult, perhaps impossible, to imagine any discipline or university program that is not shaped by global forces, not able to contribute to global solutions, or better off informed by global perspectives” (Hudzik, 2009, p. 5.) Unless internationalization across the curriculum becomes a reality, the number of students who are prepared to learn, live, and work in a global...

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