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This book is about getting organized, establishing clarity of thought, following the guidelines, and taking care to get the application right the first time. Accomplishing those steps can lead to funding. It is also about matching the campus mission to the grant's legislative intent. Some sample steps described in the book include 1. The needs analysis on campus (why does the campus need this funding) 2. The trip to Washington, DC (to meet the professionals in charge of the program and to read proposals that have been recently funded under the grant program) 3. The formation of a work group (there will be multiple grant benefi- ciaries, therefore, there should be multiple workers in the applicationprocess) 4. The insight into how to manage the funding when it is received (now, what was it that I said I would do if this proposal were funded?) And, while this book is written to help you find and secure funding to reach international campus goals, the process applies to a wide variety of grant-funding opportunities. The steps are essentially the same in competitive grant cycles of many federal agencies.
This study reports on the state of international education in the United States, primarily at the undergraduate level. Relying on existing data that is at times lacking and/or contradictory, the picture that emerges suggests that little progress has been made in internationalizing campuses nationwide and that undergraduates do not gain the necessary levels of international understanding, skills, and knowledge to effectively function in an emerging global environment.
Globalization is changing the face of Higher Education across the world. Academics and students today are internationally mobiles and unprecedented numbers of international exchanges are cross-border education projects are being developed. The implications for individual universities are significant: international students can bring much needed revenues to boost university coffers and stimulate university classrooms but they also have high expectations and demands. This book discusses the implications for those involved in managing the organizational processes and those designing programmes and supporting the student experience. A key concern in the text is that of reciprocal internationalization - the importance for universities to develop within an internationally-integrated environment rather than as national universities which accommodate the needs of people from other countries into their pre-existing practices. The emphasis throughout the discussion is therefore on the development of inter-cultural competences for university people supported by sustainable international management practices.
International Challenges to American Colleges and Universities: Looking Ahead contains papers presented at a symposium on International Challenges for American Higher Education held in late 1992 at MIT. This important new book identifies and discusses the critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for both foreign students in the U.S. and American students abroad. International Challenges to American Colleges and Universities is an enlightening and thought-provoking volume for college and university presidents, administrators, and trustees, as well as policymakers in federal government agencies. This book is a necessary acquisition for all academic libraries.
Grounded in research and theory, Internationalizing US Student Affairs Practice presents an inclusive framework for enhancing the intercultural competencies of practitioners, students, and faculty in institutions of higher education. This cutting-edge book explores how student affairs practitioners are well positioned to integrate internationalization strategies across student affairs divisions and functions. Each chapter intentionally incorporates theories and literature from higher education and student affairs disciplines infused with international and multicultural education. "Promising Practices"—case studies written and submitted by practitioners around the world—appear throughout the book to demonstrate practical applications in non-US settings. The strategies in this book help student affairs practitioners enhance the intercultural development of support programs and services, all without leaving the home campus.
Reforming the Higher Education Curriculum is a collection of papers that explore how a college or university can plan and implement a systemwide program for internationalizing the curriculum, not only from the perspective of specific international programs, but throughout the entire university. The authors address this issue from a variety of perspectives, discussing reasons why internationalizing the curriculum is needed, recommending general approaches for doing so, and creating an outline for internationalizing courses in various disciplines. Also provided are suggestions for internationalizing faculty thinking and assessing student outcomes for international programs. This book will be of great interest to presidents, deans, vice presidents for academic affairs, faculty members, and administrators of international study programs.
This book is a timely insight into the internationalization of higher education institutions. The internationalization of higher education is a global phenomenon, but with substantial variation in how it is made operational in individual institutions. Comprehensive Internationalization focuses on desirable practices in institutions and their actual approaches to implement a more integrated, strategic, or comprehensive global engagement across their core missions: teaching, research, and service. Part I of the book investigates a wide range of issues governing the internationalization of institutions: Outlining the origins, meaning and evolution toward more strategic and comprehensive forms of internationalization; building an understanding of the meanings of comprehensive internationalization, as well as common aspirations, when linked to different types of institutions; understanding the rationales and motivations for internationalization and intended results; creating an institutional vision and culture to support comprehensive internationalization; and implementing key strategies for successful internationalization in terms of practical actions and programs and results, including identifying and ameliorating barriers, engaging organizational change, assessing outcomes, and obtaining resources. Part II of the book offers case stories from institutions across the globe which describe varying pathways toward more comprehensive internationalization. Institutions were chosen to reflect the diversity of higher education and approaches to internationalization. An analysis of the cases uncovers similarities and differences, as well as common lessons to be learned. With contributions from mainland Europe, Australia, the USA, the UK, Latin America, Singapore and South Africa, the global application of the book is unparalleled. Comprehensive Internationalization will be of vital interest to a wide variety of higher education institutional leaders and managers as they address the problems and solutions for institutional internationalization available to them in a rapidly changing educational world and a 21st Century global environment.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)
"This book contributed to the debate about the importance of research-based studies in the field of educational policy making in general and learning technologies, particularly the use of interactive whiteboards for education"--Provided by publisher.
Information about internationalizing undergraduate education is presented. Data gathered from the membership of the American Association of State Colleges and Universities (AASCU) provide a profile of the degree of internationalization of these institutions. Additionally, major means of internationalizing the curriculum and the institution are identified, and practical guidelines are summarized to assist those who wish to know where and how to start to internationalize their campus or how to strengthen and refine that process. Survey results provide information on the extent of internationalization of the institutions using a five category classification scheme, the distribution of variables (e.g., the existence of planned international programs, study abroad, and program relations with the less developed countries), the seeking of grants and success rate, ethnic studies, institutional location and size, institutional operating budget, and requirements for graduation, foreign languages, and teaching English as a second language. The major curricular options that might be considered are: the infusion of nonwestern material, comparative approaches, issue-oriented approaches, area and civilization studies, intercultural communication, international development studies, and international studies major or minor. Establishing international education exchanges and funding arrangements are addressed. A list of 13 guidelines for AASCU institutions, a bibliography, a sample questionnaire, and information on funding sources are included. (SW)