Both of the articles for this week summarized findings from surveys about internationalization. Mapping Internationalization on US Campuses compares the data from a 2011 ACE survey across institutional types and historical data from past surveys. While doctoral institutions clearly lead the way in most aspects of internationalization, this publication reported a positive picture of growth and expansion of internationalization overall in the US context. For example, more campuses report having specific internationalization strategic plans and accompanying assessment methods than in previous survey years. Since there was no change in the institutional policies requiring international experience for promotion or tenure, the authors recommend amending policies to factor in international experience for faculty.
The article named Internationalization of Higher Education: IAU 4th Global Survey presents the findings of a survey that was administered to institutions internationally. This allowed the authors not only to identify global trends, but also see how perceptions, successes, and issues vary regionally. In examining benefits, and risks of internationalization, they found that there is still a strong focus on student mobility. The goals of internationalization align accordingly, including preparing students to succeed in a globalized world, and appreciation of different cultures. The article spoke about many topics we have learned in class, including the importance of institutional leadership and funding challenges. I thought the section about risks was interesting because despite the various benefits of international education and the progress being made in that area, there are still many obstacles to overcome including the perception, (and often times reality) that studying abroad is an elitist activity for students with financial means. Regional societal concerns include brain drain in less developed countries, and solely economic motivations in North America.
I was also especially interested in the geographic priorities section, specifically for the North American region. Based on the recent economic growth in many Asian countries and the high number of international students coming from countries such as China, India, and South Korea, it makes sense that Asia and the Pacific was the highest priority for institutions in North America. I was also happy to see that Latin America and the Caribbean was the second highest priority for North America. The reading stated that many regions, including Asia and Europe, identified their own region as the highest priority. Since the Caribbean was grouped with Latin America, then North America really only consists of Canada and maybe Mexico. I’m glad to see North American institutions taking an interest in their southern neighbors.
Since I studied and worked abroad in Latin America, I have always had an interest in the region. A Huffington Post article reviewing the 2013 Open Doors Report noted that Costa Rica, Argentina, Brazil, Mexico, Ecuador, and Chile were among the top 20 destinations for US students. The University World News article that Professor Choudaha sent us last week mentioned that Latin America was the top destination for Non-Credit Education Abroad, with Mexico and Nicaragua the first and third most popular destination countries respectively. I think it is encouraging to see this increase in educational exchange with some of our closest neighbors, especially considering the various (and interconnected) ways in which we are linked including trade, immigration, tourism, the environment, and politics.