This document discusses several challenges and obstacles to developing a global perspective in education, including time constraints, limited funding, rigid curriculums, lack of teacher training, resistance to change, insufficient administrative support, difficulties accommodating part-time and adult students, differences between public and private institutions, barriers preventing student interaction, and unclear definitions of what constitutes a global perspective. Potential strategies are proposed, such as implementing changes gradually, finding low-cost approaches, empowering grassroots efforts, developing international field experiences, facilitating more student mixing, and expanding perspectives through media exposure.

1. How, why, where
and
Other challenges and obstacles

2. Themes
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Time
Money
Curriculum
Teacher Training
Mindset-Resistance
Administrative support
Part-time, adult students
Public institutions vs private
Students not mixing and mingling
Unclear on what a global perspective actually is

3. Time
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 This is indeed a tough one. Usually, though, we see
incorporating a program or an idea into something
that already exists as making a complete change.
 What if the changes were gradual?

4. Money
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 Is money simply a convenient barrier?
 As we go through the class, think about ways
that globalization/internationalization can be
instituted with little to no money.

5. Curriculum
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 Also a tough one. As many pointed out, in most
situations curriculum is already tight and then there
is always the barrier called teach to the test or the
need to take x number of courses in one’s major or to
graduate.
 What about finding champions within so that change
becomes bottom up rather than top down?
 What can you do yourself that won’t rattle cages but
will begin to alter the curriculum or the way you
teach?

6. Teacher/Faculty training
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 There was also considerable discussion about the
need to make alterations in the program of study for
future teachers and at the university level for finding
ways to include globalization/internationalization
into all disciplines, not just those that are the obvious
one.
 Barriers are obvious including tenure, state
regulations, etc.
 Yet, why not lobby your alma mater with the need to
make changes.

7. Mind-set/resistance
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 To mind-set, resistance, here are some incredible
resources on influence- all applicable to many
situations not just in addressing ‘them or us’ or not
invented here syndromes:
 http://influencewithoutauthority.com
 http://www.mindtools.com/pages/article/newPPM_8
2.htm
 http://www.enablingchange.com.au/Summary_Diffusi
on_Theory.pdf

8. Administrative Support
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 As we will discuss later in the course, administrative
support is important not only for dollars and other
resources but also needed to make international
students welcome here and facilitate the ability for
students, faculty and staff to engage in a global
experience.

9. Part-time, Adult Students
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 Here is a shameless plug for the course: INT 6900
International Field Experience:
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Provides students an opportunity to gain a deeper understanding of current issues in
their fields of study in an international context. Designed to prepare students for an
increasingly global workplace. Includes a period of required on-site instruction in the
region of study. When on site, students have an opportunity to conduct in-depth field
study based on specific themes pertinent to the locality and to meet with
representatives from local organizations such as schools, government officials,
businesses, the arts, and others. Culminates in a professional-quality research project
or presentation.
 Many institutions, not only Northeastern, are
developing short-term programs for an out of
country or out of region experience. Sometimes these
programs, including at NU, have a small subsidy.

10. Public Institutions vs Private
Ones
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 Several people discussed how many global
initiatives are often more prevalent in private
institutions. For many state institutions, they have a
need to be economic engines.
 Yet there are global initiatives such as:
http://www.aacc.nche.edu/RESOURCES/AACCPR
OGRAMS/INTERNATIONAL/Pages/default.aspx

11. Students Not Mixing
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 In Australia where I have been wonderfully able to
teach for NU the students come from many, many
nations and regions. What is fascinating is that they
all mix and match beautifully but the Australians do
not often mix and match with them.
 Several people mentioned the need to facilitate
interaction. This may very well be needed both in
the classroom and through the co-curriculum.
 In the primary and secondary grades, there may also
need to be facilitation for parents to feel the
environment is open.

12. What Is a Global Perspective
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 For many, and noted in several posts, a global
perspective means living or studying in, coming
from or living in another country. This is indeed
true.
 However, many famous writers were first readers
where books took them to foreign lands far from
where they lived and the circumstances in which
they found themselves.
 A global perspective can indeed be a grand tour. It
can also be as inexpensive as a student subscription
to The Economist or by reading it through the NU
library online: http://www.economist.com

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