1. Re-evaluating the Meaning of Internationalization 1
Do not pass Go, Do Not Collect $200: Re-evaluating the Meaning of Internationalization
in Western Institutions of Higher Education
Cristina Peter

2. Re-evaluating the Meaning of Internationalization 2
Do not pass Go, Do Not Collect $200: Re-evaluating the Meaning of Internationalization
in Western Institutions of Higher Education
The current themes affecting postsecondary institutions are the ever-increasing diversity
of our student population; the growing demand for the preparation of graduates to be global
citizens in the workforce; and the ease and access with which students encounter wide arrays of
culture and knowledge through emerging technology. As our student population becomes
increasingly more diverse, institutional administrators seek ways of better meeting the needs and
supporting the success of all students. Institutions experiencing rapid growth are also tasked with
undergoing rapid change in the delivery and the direction of student support services to continue
to uphold their reputations, not only in their local region, but also in the global market.
When the Bologna Declaration was released in 1999, it emphasized the importance of
student mobility by making cross-institutional transfer easy and accessible for European students
(Valka, 2015). North American institutions quickly followed suit catering to the expectation that
postsecondary institutions across the world could, and should, prepare students for an
increasingly globalized professional world through higher education. Increases in the number of
out-of-country students in institutions have not only altered the postsecondary landscape in
Canada and the United States, but have also brought two main benefits to these postsecondary
systems. First, as government funding declines, institutions have needed to diversify revenue
streams and international students offer institutions a renewed source of income (Bailey, 2005;
Roberts & Dunworth, 2012; Hasio et al, 2015). Second, international students enrich the
diversity of the school population, and introduce new ideas and cultural and educational
experiences for all students (McDonald , 2014)

3. Re-evaluating the Meaning of Internationalization 3
International students have become a crucial element in the attainment of institutional
prestige and financial sustainability, however, there is growing concern that international
students are not receiving the transitional support necessary for success in these
‘internationalized’ institutions. As education becomes increasingly “customer-orientation”,
student support services are an essential “after-sale” service, especially for students who have
paid a higher sticker price. (Hasio et al, 2015; Roberts & Dunworth, 2012) This paper will
review the issues faced by international students, provide the ways in which institutions currently
provide support for their diverse student body, assess the effectiveness of these practices, and
finally propose a paradigm shift which should alter the way institutions and student affairs
professionals view, support, and empower international students.
Issues Faced By International Students
Recent studies on international student success have demonstrated worrisome trends.
While experiences of international students will, of course, vary depending on student age,
national background, gender, and other personal traits, all international students are placed at a
significant disadvantage as they simultaneously encounter academic emotional, cultural, and
social problems (Gebhard, 2012; Ramerhausen, 2013). In comparison to local students,
international students consistently demonstrate greater difficulty adjusting to the academic
requirements of postsecondary institutions due to issues with language proficiency or issues
adapting to the new educational culture (Burns, 1991). In one study, students disclosed that they
only understood 20-30% of lecture materials, while another study cites that students often
struggled with specialized, discipline-related terminology, which greatly affected their
comprehension of material (Brunton & Jeffrey, 2013; Omeri et al, 2003). In addition to
difficulties with language proficiency, interpretation of the education system may vary

4. Re-evaluating the Meaning of Internationalization 4
depending on the culture the student was previously educated in. In some cultures, instructors are
perceived as “all-knowing, transmitters of knowledge” (McDonald, 2014). With this expectation
of their instructors in their new cultural context, student often demonstrate difficulty in the way
the critically engage with material, and are often confused and anxious about class participation
and grading mechanisms which assess these areas (McDonald, 2014; Gebhard, 2012; Omeri et
al, 2003). In Robertson et. al. (2000), postsecondary instructors corroborated these difficulties
stating that international students appeared ‘less worldly’ in their contributions, were reluctant to
give their personal opinion, and demonstrated different attitudes towards learning due to the
alternative educational practices they were accustomed to (Robertson et. al., 2000) In addition to
these academic issues, 78% of international students indicated that overarching anxiety about
academic performance significantly affected their academic studies (Burns, 1991)
While international students demonstrate feelings of under-preparedness for academic
study, they demonstrate feelings of lack of familiarity with social rules, which limits their
interactions with other students (Burns, 1991). Work by Terrazas-Carrillo et al. (2015) argues
that international students undergo a radical change in their ‘place identity’, which has drastic
and limiting effects on social performance, the way they interpret meaningful experiences, and
perception of self-identity (Terrazas-Carrillo et la. 2015). With limited sense of belonging,
disruptions in self-identity, and difficulty interacting with other students, many international
students experience feelings of loneliness and depression (Brunton & Jeffrey, 2013) Lack of
integration, however, is not a conscious choice: international students often assumed domestic
students were unfriendly, had difficulty approaching or connecting with local groups, or found it
difficult to engage in extra curricular social activities because of limited time due to the need for
academic preparation or part time jobs (Burns, 1991; Bailey, 2005). Academic and social issues

5. Re-evaluating the Meaning of Internationalization 5
are further compounded in some cases by familial pressure for students to do well, especially in
cases where families and friends of students have used all financial resources available to them
to send students to university (Burns, 1991).
As the population of students pursuing postsecondary education abroad increases, global
trends in data demonstrate that international students experience unique stressors, including
limited language proficiency, racial and ethnic discrimination, changes in cultural values,
financial problems, loneliness, anxiety about failure, and familial pressure. (Ramerhausen, 2013;
Hasio et al., 2015; Reynolds & Constantine, 2007; Sherry et al., 2010) These academic, social,
and cultural stressors have significant short-term impacts on the student experience while the
students are at the institution, but also affect the long-term decision-making process for
international students. Many international students initially travel abroad with the intention of
exploring other cultures, attending prestigious and world-renowned institutions, and receiving
the educational basis for their future career goals (Reynolds & Constantine, 2007). Research
suggests, however, that less-than-positive postsecondary experiences can prevent international
students from focusing on these aspirations or expecting positive career outcomes (Reynolds &
Constantine, 2007). While international students enter institutions with excitement for their
future studies and life after graduation, there appear to be a number of barriers and obstacles that
diminish their experience and limit their future goals and intentions.
In some cases, students find ways of individually coping. Gebhard (2012) identified sense
of humour, reminders of home culture, interacting with supportive peers (both domestic and
international students), and the use of observation and imitation of local students as successful
coping strategies for out-of-country students (Gebhard, 2012). Bailey’s findings (2005) echo
Gerhard’s work demonstrating that co-national buddy programs (that is, international students

6. Re-evaluating the Meaning of Internationalization 6
associating with students from their home culture) are a means of providing students with
practical help, shared cultural values, reminders of home, and emotional support. These
programs, however, have limitations as they often reduce the amount of time students spend
improving their local language proficiency and can lead to group conformity, making it difficult
for international students to meet local students (Bailey, 2005). While students can and do find
ways of coping and persisting to complete their international degree, institutions have recognized
the importance of institutional support to enhance the student experience.
How Institutions Support International Students
Institutional Supports
With the increasing institutional awareness of the responsibility to support the unique
needs of international students, multiple forms of advice and support have been provided,
spanning 3 broad areas: cognitive, affective, and systemic (Roberts & Dunworth, 2012). A
recent trend in American Institutions is to offer incoming international students a formal
introductory handbook that describes the western education system and culture in great detail
(Ramerhausen, 2013). Other institutions provide on campus services and programming such as
additional orientation sessions, language learning support, or counselling for international
students.
Despite the wide range of resources offered by institutions to specifically support
international students, there is an indication that staff and students are not operating within the
same perspective in terms of what this support should look like. Data on usage of institutional
supports by international students suggest that international students are less likely to use mental
health, academic or career counseling, even when readily available (Roberts & Dunworth, 2012;
Reynolds & Constantine, 2007; Hasio et al., 2015; Hwang et al.). In a study of international

7. Re-evaluating the Meaning of Internationalization 7
students and institutional staff, staff suggested that student use of services was low because
students did not understand what services were for, how they could be accessed, or when to use
the service. Students, on the other hand, disclosed that they were not even aware of the full range
of services. (Roberts & Dunworth, 2012) Similarly, staff believed that service location was not
central enough, however students stated that while location was central, information on resources
was not available in times of need and there was limited access to services when they were
required (Roberts & Dunworth, 2012). Finally, students stated that staff were often unaware of
the unique range of services available for international students and often students felt
misguided, or that they had missed important information or opportunities which could have
enhanced their experience (Roberts & Dunworth, 2012).
The initial access to institutional supports is also problematic for international students.
In some cases, international students are concerned with the confidentiality of services that are
provided and are hesitant to utilize services in case information about their needs is shared with
family members. While international students are more likely to access support services if they
are referred, the best way of referring students to service is through authority figures such as
professors and staff. Using staff referrals as a best practice in enhancing student access to
supports, however, is problematic as students often do not feel comfortable speaking to superiors
about their problems as they do not know the consequences of these conversations (McDonald,
2014; Hwang et al.)
Peer Support
A growing area of development in supporting international students is in providing peer
support (Reynolds & Constantine, 2007; Burns 1991) In the case of accessing social supports,
students have identified that they feel the need for staff and lecturers to assist them socially in

8. Re-evaluating the Meaning of Internationalization 8
meeting other students (Bartram, 2007). While many institutional staff members do not identify
assistance in social support as a role they can play, some institutional programs have been
established which informally or formally connect students with peers to encourage the
development of a social network and feeling of belonging. In some cases, the peer supports are
other international students so that students can engage in community with people from a similar
cultural background (Sherry et al., 2010; Bartram, 2007; Gebhard, 2012; Burns, 1991; Reynolds
& Constantine, 2007) These programs are modelled after the positive coping mechanisms
identified by Bailey, however, these programs have both benefits and limitations. In other
alternative programs, international students are connected with domestic students in buddy
programs to enhance integration and help students’ transition to a new environment with help
from a knowledgeable peer (Brunton & Jeffrey, 2013)
While these peer programs attempt to enhance sense of belonging and social networking
for international students these programs, they, like the institutional support services, do not
seem to be working. In a report by the Canada Bureau of International Education, over half of
international students indicated that did not have any domestic friends, which for many
international students, is one of the main reasons they have travelled abroad for education (CBIE,
2015). While institutions are motivated to continue to increase international student populations
on campuses, administrators are becoming increasingly aware of the diverse support needs of
international students and the seemingly inadequate response support services have provided.
Shifting Our Perspective
As institutions pride themselves on the achievement of their goals of internationalization
with the increases in the number of international students, it is important to recognize that simply
increasing international numbers does not internationalize an institution. One of the basic tenants

9. Re-evaluating the Meaning of Internationalization 9
of internationalization was not to merely increase student mobility (and the added funding that
came with it), but to increase the impact of this mobility. International students pursue studies in
other countries to explore another culture, learn new ways of thinking, make new friends and
improve cross-cultural understanding; however, do we expect the same from our local students,
staff and faculty (Sherry et al., 2010)? How can we expect one group to achieve “intercultural
learning” unless we expect this learning to be reciprocal among all our students? From an
educators perspective, why would we have alternative learning outcomes for some students and
not others? In adapting education to meet the needs of diverse students in a classroom, it is not
the learning outcomes that should be changed, but the means of achieving them that are adapted.
In many North American institutions, administrators have focused on the international
students as if they are issues that need to be “fixed” rather than truly understanding the diversity
and value that these students bring. There are 5 stages of cultural integration that offer a
framework with which to understand how our institutions interact with students of diverse
cultural backgrounds, including both international and domestic students. The first stage is
“denial”, in which individuals fail to recognize any difference between themselves and diverse
individuals. The second stage is “defense”, in which individuals acknowledge difference but
view this difference from their own culture as negative. In the third stage, individuals engage in
“minimization”. Minimization occurs when individuals view their dominant culture as superior
to other diverse groups. In the fourth stage of “adaptation”, individuals adapt to cultural
difference while simultaneously maintaining their own cultural values. It is only in the final stage
of true cultural “integration” that individuals shift their perspectives from one culture to another
in a natural way (Sawir, 2011).

10. Re-evaluating the Meaning of Internationalization 10
Based on the methods previous described and the hurried attempts of institutions to “fix”
the international student experience, I argue that we reside in the third stage of “minimization”,
acknowledging difference but viewing our own culture as superior- and there are data that prove
it. In a study of teaching faculty opinions around international student support, 70% of staff
reported valuing cultural differences however one-third 1/3 did not change their teaching strategy
and 1/8 of staff stated they treated all students equally, regardless of cultural background. The
study did not indicate how staff changed their teaching strategy if they did change it. While
instructors were aware of and appreciative of difference, they still indicate confusion as to how
to engage productively with difference (Sawir, 2011).
Institutions and their members minimize the experiences and backgrounds of their
students and assume that international students need to adapt to the higher education system they
enter, therefore, the resources that we provide often focus on explaining how the western
education system works (Kelly, et al, 2012). While adaptation can be productive for practical
questions like ‘how to use public transit’ or ‘purchase a cell phone’, institutional strategies have
emphasized the need for adaption to all elements of the international experience, including the
education system. In one of the transitional introductory handbooks previously mentioned as a
resource for international students, the text reads, “to succeed in it (the US Academic System),
you will need to learn how it is organized and how it works” (Ramerhausen, 2013). Student
interpretations of their education align with the handbook’s advice, as two-thirds of students feel
that courses took on a western approach (Bailey, 2005). These strategies leave relatively little
room for cross-cultural learning.
In our quest to support international students, institutions do not take the time to
understand culture or consider diverse background. A Polish student suggests “I think that there

11. Re-evaluating the Meaning of Internationalization 11
should be group meetings so we can share our culture with Americans and other international
students.”(Sherry et al., 2010; Bailey, 2005). Isn’t this what internationalization is? Why are we
wasting the valuable resource of our student body by treating international students as if they
have deficit rather than an asset? There is limited value added by international students who are
expected to adapt to an already formed system; this is merely an exercise in adaptation rather
than internalization (Kelly, et al, 2012)
Internationalization of the curriculum is not simply designing accommodations for
international students to better adapt to the institutional tradition (Sawir, 2013). Haigh
articulately observes “they (international students) that are placed in a game where only locals
know the rules” (Haigh, 2014). We can best support international students issues, if we better
understand and appreciate students rather than fix them; if we change the game, rather than teach
them the rules. All the supports listed in this paper focus on viewing international students from
a perspective of deficit rather than asset. If we were to leverage the unique experiences of
international students, not only would we support and appreciate their experience, but we also
would empower local students to explore and exchange knowledge and experiences. It is only
when there is willingness on behalf of the institution to learn about their students and facilitate
learning between these students that the laudable goal of internationalization can begin.

12. Re-evaluating the Meaning of Internationalization 12
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