International Higher Education @Baruch College

The hybrid graduate course “International Higher Education: Policies and Practices” comes to an end. We aimed to provide a comparative perspective on international higher education at two primary levels-policy developments and institutional practices. At the policy level, we discussed and analyzed diverse contexts and approaches for education policies. At the institutional level, we delved into constraints and choices which define various internationalization strategies. The overarching objective of the course was to provide research/theoretical foundations and at the same time provide practical perspectives to students.

The course provided at least two major unique elements of learning:

1. First, this blog served as a collective outcome of course discussions and reflections. An opportunity to learn a blogging tool but also shape the learning experience in an interactive and gradual manner.
2. Second, two panels of international higher education professionals who provided diverse perspectives on the state of the sector and shared their career trajectories. It helped students to get a practical perspective to the theory/research on international higher education.

The panelist were:

Panel 1: May 02

• Patricia Burlaud, Dean of Operations, Assessments and Accreditation (Global Academic Programs) at New York Institute of Technology
• AlessiaLefebure, Director of the Alliance at Columbia University
• Melissa Vivian, Global Experiences Director of Academic Internships

Panel 2: May 16

• Susi Rachouh, Director of International Programs, Stevens Institute of Technology
• James Shafer, Director, Global Language Institute/American English Program at New Jersey City University
• Nori Jaffer, Associate Vice President, International Division, Berkeley College

I wish students the very best intheir endeavors with international higher education. And, a fun and relaxing summer!

Dr. Rahul Choudaha

For my final make-up blog post, I decided to dissect an article published by a prominent group in International Higher Education, NAFSA. NAFSA is an association of international educators and the acronym stands for National Association of Foreign Student Advisers. NAFSA is a non-profit professional organization for professionals in all areas of international education, including but not limited to: education abroad, advising and administration, campus internationalization, admissions, outreach, overseas advising, and ESL administration. I really liked this article titled, “The Changing Landscape of Global Higher Education,” because I think it ties together some common themes of this course.

To begin, the article opens by identifying what this organization considered Internationalization to be. They write “Internationalization is the conscious effort to integrate and infuse international, intercultural, and global dimensions into the ethos and outcomes of postsecondary education. To be fully successful, it must involve active and responsible engagement of the academic community in global networks and partnerships.” I absolutely agree with their definition of Internationalization as it relates to our class discussions and findings.

The article goes on to explain that NAFSA finds internationalization extremely important, and they have tried to contribute to international higher education in many different ways. NAFSA was instrumental in the formation of the Inter-Associational Network on Campus Internationalization (INCI), which recently debuted a common portal for information on internationalization from the 11 INCI organizations (see www.campusinternationalization.org). They also contribute efforts within promoting policies to enhance international education and exchange between the United States and other nations. NAFSA was founded in 1948, so with over 60 years of experience, they have a strong resume of providing professional services for postsecondary exchange students.

Another great practice which NASFA promotes is their annual conference. NAFSA’s annual conference and expo is the largest and most recognized venue in the world for international educators. Once described as an event which is “a United Nations of International Education,” this event brings together 7,500 attendees from all corners of the globe to learn more about the field, share best practices, and network with colleagues. “The bustling and vibrant conference exhibit hall features more than 450 organizations, universities, and companies who support international education. Conference participants and exhibitors alike say that NAFSA is the one conference that individuals in the field of international education must attend each year.”

Like many things that we have discussed in class, NAFSA also believes that the future of international higher education is a growing one. They strongly believe that by the year 2025, the global demand for higher education seats will as much as double to roughly 200 million per year, most of which will come from today’s emerging economies. Therefore, I think it is a great idea to look at organizations such as NAFSA for a deeper look into where international higher education is headed, and what other similar organizations are around to help support this growing cause.

Last semester I was enrolled in an educational policy course that focused on the policies for K-12 Eduacation. It was valuable to learn the options parents, students, and teachers are given at that level to determine where higher education institutitons would be able to take advantage of servicing low income students before their first semester in college. I just perused through an article by Butrymowicz that illustrates how Australia surpassed the U. S. in graduating low income and first generation students.  Through the program Fast Forward, eligbilble students (low-income or single parent family,  first in their family to enter a higher education program,  at least one unemployed parent or be in foster care) are taught how to study effectively, visit campuses, how to apply to college and scholarship opportunities within the first three years. During their final year in highschool, seniors attended sessions that helped them create and build on their resumes, challenged their personal and professional career goals, introduced them to the benefit of study abroad, and be basics of adjusting to college life.

Throughout this course, we have continuously mentioned the lack of funding higher education institutions receive via the government, especially for international programs in the U. S. Ultimately, the students that are able to participate in these types of programs are wealthier students because they can afford it. Although Australia hasn’t experienced budget cuts to this program like American insitutions have been struggling to overcome, the concept of the government giving schools money to educate low-income and first generation students earlier is conducive to closing the gaps amongst classes. As we have discussed in class and from my own personal experience, students will stay and graduate if they successfully acclimate to the college experience. Factors that have a major influence on acclimation include joining clubs/organizations, preparation and knowledge of what to expect before the first class, less stress on financial matters, and having an overall positive, impactful learning opportunity (study abroad). Imagine each institution signing a contractual oath each with the government explaining in detail how its misson and strategic plans carries out the government’s goals on higher education. Instead of orientations in two weeks before school, eligble high school students and parents are being groomed for post-secondary education. This means parents can learn to start saving earlier for their children to partake in study abroad programs. I can only see a win-win result.

Adia