The Global Strategy & Internationalization plan for Ohio University and the Global Education Strategic Plan were both interesting reads, especially since last class we explored the College Global Strategic Plan for Baruch/CUNY. Interestingly, our class basically agreed that it was unclear whether or not Baruch’s strategic plan was a draft and we did not see the vision for the future of global education at Baruch because there were no benchmarks or calculable goals and outcomes.
I enjoyed reading about Middlesex Community College and its detailed global education mission and focus in 4 key areas: 1) Global Curriculum; 2) Global Engagement; 3) Study Abroad, Service, and Global Internships; and 4) Global Recruitment and International Students. In particular, I liked the piece on global internships where students will be placed in international businesses where they can gain internships and cooperative experiences overseas that will build up their global competencies and employability profiles so they can compete in the 21st century.
The Middlesex Community College’s Global Education Strategic Plan aligns with the overall mission and vision of the college. Being that Middlesex Community College is one of the largest community colleges in the Commonwealth of Massachusetts, I thought that like many large schools with several stakeholders and large professor pool (that all come with varying ideas and agendas), it would be easy for the college to stray away from its Strategic Plan. However, throughout the reading the strategic plan is continuously referenced and the overarching theme is drilled in. It is apparent that an international perspective, multicultural and global awareness infusion throughout Middlesex is endeavored.
These two higher education institutions and plans for globalization have stark differences to the Baruch global strategic plan. For one, even though Ohio Universities global strategy program is still in draft stage, it has more substance, depth and details next steps which includes, making the document public, presenting it to the student and faculty Senate as well as student groups, departments, campuses and other by request; open forums and retreats. By using various forms of communication and attempting to bring partners on board, it seems they are on track to get everyone to embrace their global strategy and mission. Middlesex uses the SWOT analysis which shows they are analyzing for effectiveness as they improve practices – good sign!
The Conroy reading uncovers the political differences in China, India and Russia that affect higher education which differ so greatly that even though these higher education institutions on the surface share many of the same structures, there are major differences. China and Russia have more leeway and control in making institutional reform whereas India does not. The idea that autonomy can be predicted by level of state or local governance is very interesting.
I agree that the comparative approach we were able to take now having read three strategic plans allowed us to analyze Baruch’s with a more informed and critical eye. With the resources of diversity and highly international environment in place, Baruch can do much in the way of global education and internationalization. A more concrete, robust and focused strategic plan will go a long way in achieving this. Ohio and Middlesex both offer solid blueprints of how to structure the strategic priorities to the vision and what kind of analysis is useful to get there. I personally feel that Middlesex’s SWOT analysis is more effective than Ohio’s Questions for Further Dialogue. But perhaps Baruch is at a stage where it could benefit from some combination of both methods.
Hi,
As you state Middlesex is one of the largest community colleges in Massachusetts, it is also a wealthy institution. Because of this commonwealth the college can present innovated plans and ideas on a global scale. I also thought that because the institution is large it has the opportunity to draw in schools with several stakeholders. Community colleges in CUNY also participate in study abroad programs but not on the level of Middlesex where it includes strategic planning. When it comes to international students, ACE reports that (1) “The majority of community colleges scored “low” in this dimension (71 percent), and none scored “high” or “medium-high.” (2) the most commonly used strategies used by all colleges were financing international activities on campus (40 percent) and offering ongoing international festivals and events on campus (47 percent). (3) Highly active community colleges were somewhat likely to provide a meeting place for students to discuss international topics (44 percent) and funds for students to study or work abroad (33 percent).” Community colleges need international students to pitch a perfect plan for internationalization. This can be very difficult for most U.S community college system because of the low state funding. I think recruitment of more international students is key.
( http://www.acenet.edu/news-room/Documents/Measuring-CommunityCollege.pdf )