This is about the dynamics of comprehensive internalization

1. The Dynamics of Comprehensive
Internationalization: The Framework
for the Successful Global
Engagement
Barbara Hill
Senior Associate for Internationalization
ACE Center for Internationalization and Global
Engagement (CIGE)

2. For the United States to have
a truly world-class higher education system,
we must be
globally engaged and
prepare students to be citizens of a
multicultural community both at home
and in a globalized world.
Institutions accomplish this by having
a multi-dimensional, comprehensive
internationalization strategy
including internationalizing the curriculum
and engagement with global issues and
partners.

3. What Is Internationalization?
• Globalization is the movement of
people, ideas, goods, capital, services,
pollution, and diseases across borders.
• Internationalization is higher
education’s engagement with that
reality.
Barbara Hill, 2013

4. The CIGE Model for
Comprehensive Internationalization

5. Things to Talk About # 1
Understanding your institutional context
– Does your institution’s mission statement specifically refer to
international education?
– Is international education specifically stated as one of the top
priorities in your current strategic plan?
– Does your institution have a campus-wide committee or task
force in place that works solely on advancing
internationalization efforts on campus?
– Has your institution formally assessed the impact of its
international education efforts in the last five years?
– Has your institution developed global learning outcomes and
a plan for assessing for them?

6. How Should an Institution Organize for
Comprehensive Internationalization?
Each institution should form an internationalization leadership team.
Each team should do on-campus work.
• an internationalization review
• development of student learning outcomes,
• analysis of the relationship between activities, capacities, and goals
• drafting of an internationalization plan
This requires having a timetable for the work and a communication plan
about how to broaden the campus dialogue.

7. What Does the Internationalization Review
Cover?
• Institutional Articulated Commitment: Mission, Goals
• International Office Structure, Portfolio, and Personnel
• Faculty International Background, Interest, Activity,
Capacity, and Structures, Policies, Practices for
Faculty Hiring, Development, Travel, Tenure &
Promotion
• The Curriculum and Co-Curriculum
• Study, Internships, and Service Learning Abroad and
International Students at Home
• Engagement with Institutions Abroad

8. Things to Talk About # 2
Preparing for an Institutional Review
• Why might Andrews conduct an internationalization
review?
• What scope would be appropriate for Andrews at this
time?
• Who would need to get involved in the leadership
team?
• Who should charge the team?
• What challenges might be expected along the way?

9. What does articulating global learning goals
add to the curriculum review?
• Offers a guide for aligning curriculum and
other activities with desired goals for students
• Helps prioritize activities in an
internationalization plan
• Encourages a culture of quality improvement
• Helps stakeholders understand the impact of
institutional activities
• Satisfies accrediting agencies

10. What does articulating global learning goals
add to the curriculum review?
• Offers a guide for aligning curriculum and
other activities with desired goals for students
• Helps prioritize activities in an
internationalization plan
• Encourages a culture of quality improvement
• Helps stakeholders understand the impact of
institutional activities
• Satisfies accrediting agencies

11. Basic Questions Addressed by
Articulating Global Learning Goals
• What do we want our students to know and be
able to do? (knowledge, skills, attitudes)
• Where would students acquire this knowledge
and these skills and attitudes?
• What is our evidence that students are actually
achieving these outcomes?

12. Sample Student Global Learning Goals:
Knowledge
• Understands his culture within a global and comparative context
(that is, the student recognizes that his culture is one of many diverse
cultures and that alternate perceptions and behaviors may be based in
cultural differences).
• Demonstrates knowledge of global issues, processes, trends, and
systems (that is, economic and political interdependency among
nations, environmental-cultural interaction, global governance bodies,
and nongovernmental organizations).
• Demonstrates knowledge of other cultures (including beliefs,
values, perspectives, practices, and products).

13. Sample Student Global Learning Goals: Skills
• Uses knowledge of diverse cultural frames of reference, alternate
perspectives to think critically/solve problems.
• Communicates and connects with people in other language
communities in a range of settings for a variety of purposes,
developing skills in each of the four modalities: speaking (productive),
listening (receptive), reading (receptive), and writing (productive).
• Uses foreign language skills and/or knowledge of other cultures to
extend his access to information, experiences, and understanding.

14. Sample Student Global Learning Goals:
Attitudes
• Appreciates other cultures (language, art, material
culture, politics, religion, and philosophy of different
nations).
• Accepts cultural differences and tolerates cultural
ambiguity.
• Demonstrates an ongoing willingness to engage, to seek
out international or intercultural opportunities.

15. What are the elements of an
internationalization strategic plan?
• Vision for Internationalization
• Strategic Goals
• Performance Indicators – Outcomes and Evidence of
Success
• Specific Action Steps and Timeline
• Responsible Agents (though this may be in a later
implementation plan)
• Funding
• Plan for monitoring implementation

16. Thank you.
Dr. Barbara A. Hill
Senior Associate for Internationalization
bhill@acenet.edu