Internationalization: Elements and Checkpoints By Jane Knight, PhD Associate Director, Ryerson International Ryerson Polytechnic University MTR RON Incernationalization is an increasingly imporcant issue in highee ‘education around ehe world. “Global education can no longer be viewed as secondary consideration; we must recognize that ie is central co developing gcaduates who can cope creatively ‘with the modern, interdependent world” (Wood, 1991). ‘The purpose and meaning of incernationalization varies from insticution to instcution, buc typically involves a range of activicies, policies and services eat incegrate an incernational and interculeural dimension into the teaching, research and sevice functions ofthe institution. Post-secondary institutions havea key tole in developing awareness, knowledge and skills samong Canadians so that they are able co work and live in an environment that is both local and global in nacure. ‘While universities and colleges have clearly shown increased interest in and commitment co internationalization, the question now facing them is how to sustain this incerese a miement ita effecive strategies. There is en the cs legicimate concern that the current priority artributed 10 incernationalizarion may be bu a passing fad. I is necessary to cake acrcical and systematic looe ae haw to susan the interest and investments being made and assess che quality, impact and benefits of current internarionalization efforts. “The purpose of this paper isto exzmine the elements in the Jnternacionalization process ofa college or universicy. Academic activities and services, organizational factors and guiding principles are discussed. Greater attention is given eo the ‘organizational faccots and principles which help co integrate ingerationalizasion inco the university's administrative process and scractures, and create aculeure thet values and supports the benefits of ineernationalization, “The discussion culminates in a series of checkpoints co sss in the plonning, implementation and review of interna tionalization stearepies. Finally, an internationalization cycle is presented which inclades six stages ofthe process and empha- ‘sizes continuous efforts toward innovation and institucionaliz- ‘on of che international dimension. TERNATIONALIAATTCNEADVOORTES ‘Thrce national orgonizations and a provincial one have identi internationalizaion as an issue of citcal importance, Bach has recognized he necessity for Canadian universities and colleges to integrace an incernational dimension into teaching, training and reseerch activities in order to produce graduates ‘who can work and live in an increasingly ineerdependene world and can ensure Canada’s economic, scientific and technological competitiveness. Canadian Bureau for International Education (CBIE) In 1990, a Commission of Inquiry on Canadian Unives Eclucarion was established under the leadership of Dr. Scuare ‘Smich. CBIE presented a report to the Commission entitled ‘Education without borders or bounds,” which included a se of recommendations direceed ta three sectors the higher education nstitutions, ee federal and provincial governments ard the Canadian private sector ‘The recommendations targeted to the higher education. Institutions (in this case, the universities) addressed che following poines: + inclusion of ineernationalizition as an instiutional goal in all university mission stacements; ‘+ escablishmene ofa program review process by universities wo ‘ensure programs are internationalized; + establishment of policies on percentages of foreign students and che composition ofthe foreign stacent population with diversity of national origin a stated objectives + review of learning resources including library acquisitions, to ensure intesnational research is possible; ‘+ recruitment of faculty with international experience and reward/promotion of faculey for international work; ‘+ review of progcams for international students to enable chem ‘to become more active cross-culrural educators on carpus;1+ establishmenc of processes and means for more Canadian students to have incecnaeional education experiences; ad ‘+ review of research capacities and establishment of means for students co undertake research ourside Cenada in Fulfilment of degeee requirements ‘The series of recommendations aimed ar the federal and provincial governments focused an the following major points: + development of scholatship programs for internacional students, + support For « nasional coordinating office on university ccxchange agreements between Canadian universities and theie counterparts; + funding of research and scudy by faculty seeking to develop their incernarional expertise: ‘+ impeoved services by Canadian diplomatic posts relating ro opportunities for study in Canada; + streamlined process for granting ineernational student authorizations, and ‘+ adoption of incernacionalization asa fandamental abjective ‘of Canadian education with the federal government taking 2 leadership role with the cooperation ofthe provinces. “The Canadian private sector was the target for another set of recommendations. To encourage educational mobility, one of, she creative ideas proposed for Canadian lending instirations is co forgive portions of the debe of developing councties in exchange for the debtor councty’s provision of in-country support for Canadians igvolved in educational exchange programs. Ic was also suggested that Canadian companies share the benefits and financial burden of increased edacational ‘exchange of students, esearchers and fuculey in ways which promote cheit shore- and long-term trade iocetests ‘The CBIE position on incernarionalization was effectively summarized in this starement to the Commission: "..given the ‘world’s increasing muleipolaricy and interdependence, inter- rationalism is now key to any country’s scientific, rechnological and economic competiciveness. Canada's universities must become bastions of inrereationalism if Canada isto improve or even maincain is position in a variety of sectors through the 1990s... Incernationalization will be the measure of quality of Universities in the 1990s" (CBIE, 1991:2). Association of Universities and Colleges of Canada (aucg, In 1989 the presidents of Canadian universities, chrough AUCC, stared that “internationalization of the undergraduate curriculum is essecial for che effeccive survival of Canada, ‘This is-a high priority for Canadian universcies and ic muse be a high priocity for che Government of Canada and the provinces ‘To accomplish this goal will require institutional change in| universities and the government”. ‘The changes idencfied for universes included: + a review of curriculum co ensure more courses and emphasis fn intecnationsl aspects; + an increase in the number of international students from both industrialized and developing countries; + an expansion of the number and types of opportunities for ‘Canadian stents co experience other cultures theongh ‘courses and study abeond programs; and + abetcer use offaculey, students and members ofthe external ‘community with diverse ethnic backgrounds or who have ‘inteenational experience “The leaclership role of che president was emphasized given the conservative nacuee of universities and che difficult financial times facing them, Association of Canadian Community Colleges (ACCC) In 1992 ACCC adopeed college incernationalization as one of ies advocacy priottias for the next two years. An advisory commit ‘ee was appointed and in 1994 published an orientation document to guide the administrators of Canadian colleges on the rationale, services, conditions and role of ACCC regarding the internationalizacion of community colleges. They stace chat “colleges have a dcy to prepase Canadians for the future, ro cenable cher co live ccoperativaly and productively in 2 changing world...The new world economic order leaves us no choice” (ACCC, 1994. British Columbia Centre for International Rdueation «ecctry Beicish Columbia has taken che issue of incerrationalization| very seriously. Since 1988, the Ministry of Advanced Education, ‘Training and Technology has issued two reports encouraging port-sccondary institutions to develop plans to faciliace he internationalization of campuses. These eeports acknowledge the shife from a resource-based ro @ knowedge- and informa ‘ion-based economy. The accompanying imperative to prepare radloaces for effective global citizenship has confirmed incerationalization asa necessary priority, ne a desirable option ‘Not long after the publication of these ewo reports, the Beitish Columbia Ceneze for Incernational Education (BCCIE) ‘vas established (1990) and mandated co develop international ‘education programs in the public post-secondary insticucions, BCCI acts a5 2 coordinating agency working to increase International educetion activity and to be a catalyst and esource forthe process of campus internationalization. In 1992 [BCCIE established a Task Force on Invernarionalizaton which ‘surveyed all 24 post-secondary institutions in che province. The resale ofthe survey confirmed the interest and commitment ta incernationalization bat eevealed chat "positive initiatives novwithstanding, inteenationalizacion is proving to bea ‘complex and challenging process... While intoads are being ‘made through effective leadership, encouragement of faculty involvement, strategic planning and internacionalizaion of the curriculum, resources for internationalization are problematic, and campus-wide infusion of the process remains largely ‘unvealized in Briish Columbia” (Francis, 1993). Te should be noted that other provincial governments and agencies are actively internationalizing education, but only BC has undertaken a major study on the subject. "These findings point toa need for greater understanding and research 00 the process of incersationalization, To do so requires a re-examination of the meaning of ehe teem and che rationale for undertaking i.MEANING OF INTERNATIONALIZATION Internationalization means differene things co differene people. Wich the growing interest in and use of the teeen, ehe variety of interpretations and meanings have increased. Ineeznacional tion in che context of higher eéucation, is often used inter- changeably wich che cerm globalization and is also used asa sgrompn x nemo, cerca and Definition “The BCCIB Task Force recommended “clarificaion of the defnicion of intercationalizacion, both in the context of the post-secondary system a5 2 whole, andl ac che individual instiutionaf level.” The Task Foece found thae “aoc only did che meaning aecribuced to che terms wary berween individuals, but ‘0 to0 did the comfort level with using che word.” The Task Force developed and sugyested rhe following a5 a working. definition forthe province of British Columbia: "International- ization isa process thar prepares the community for successful ppacicipacion in ag increasingly ineerdependene world. Ia Canada, our multiculeural ealiy is rhe stage for incernational- ization. The process should infuse all facets of the post= secondary education system, fostering global understanding and developing skills for effective living and working in a diverse world” (Francs, 1993) ‘This is one of the mose comprehensive definitions proposed to date buc i has been criticized by individuals involved in ehe seudy. The negative reuction centred on two iseues. The first was the refereace ro Canada’s multicultural society and the possible confusion char this could cause. Secondly, there was & sense that che definition was too iaward and campus-focused, and that an outward vision ro the world was more important and relevane. ‘Anum and Van de Water (1992) based their search for a definition of international education on an analysis of concepts and definitions used in the Uniced Seaces over che pase 30 years ‘The definition they favored was proposed by Harati in 1972. Ie combined chree main elements: |) internarional content of the curriculums; 2) international movement of scholars and students concerned with training and research; and 3) incernational ‘echnical assistance and cooperation programs. They have built (on this perspective and developed their own ripartice definition ‘hich refers to “the multiple activities, programs and services hae fall within ineernacidnal studies, international educational exchange and technical cooperation.” Knight (1993) introduced an evolutionary or process» oriented view of inteationalization and defined i¢ as “the process of integrating the international dimension inca che teaching, research and service functions of an insticurion oF higher education.” Hans de Wie (1993), who is Vice President of the European Association of International Education (EAIB), analyzed the differences in these ewo definitions and concluded char che ‘Aram and Van de Water definition was very American-otiented and “coo rhecoricel” for internacional educators. Hee pointed out tac the process-oriented definition was "more global and neutral and. a more bottom-up and insciution-oriented definition, giving space ro abroad range of activities which ‘ould lead to internationalizatinn, excluding none.” He went furcher and proposed his ona defiaition without distinguishing berween the terms iocemnationalzation and inceenationsl ‘education, He described it "asthe process by which esucation is leveloped into a more international dieection Horas (1989) suggested chac iocernational education must encompass not only the curriculum, internacional exchanges of scholars/students, cooperative programs with the communicy, raining and e wide areay of adminiscrocive services, bur also ‘distinct commitment, attitudes, global awareness, an orienta sion and dimension which transcends che entice instieution and shapes its ethos.” EAIE, founded in 1989, has seaced that international ‘education covers a broud range of acivities and can only be defined in a general way as meaning all che activites dealing ‘with che internationalization of higher education, “internation alization being the whole range of processes by which (higher) education becomes less rational and more internationally oriented” (EAIE, 1992) AUCC (1995) has concluded that “there is no simple, ‘unique or all-encompassing definicion of ipternacionalization of che univecsty. Ie is a multitude of activites aimed at providing an educational experience within an environment that truly integrates a global perspective “The comment that “there is no simple, unique or all- encompassing definition” may well summarize current chioking, in Canada. As the international dimension of higher education gains more attention and recognition, people rend to use ie in ‘lhe way that bese suits cheir purpose. While one can easily understand this, and while incernacionaizarion should have wide scope, ies nor helpfal for incernarionalizacion ro become a catch-all phrase for everything and anyehing international. Asa catch-all i is diminished and becomes a camouflage for _generalized and unrigorous reflection. A focused definition is ecessry if is eo be undersecod and treaced wih the seriouss res chat it deserves. Even if we cannot agree om a precise definition, internationalization muse have parameters if iti eo be assessed, Approach Ina cent study Knight (1994) found that chere are basically four diferent approaches being used to describe che concept of incernationalization (Gee top pg. 4). While chis diversity of interpretations of intercationaliaa- tion illustrates the complexity ofthe concept it can also lead to confusion about ies purpose and importance, resulting in a sweskened sente of legitimacy and impact, ‘A.clear and focused definicion is needed in order to effectively advocate for and achieve internationalization, A. definition which diferencias ic ftom other related terms will also help to clarify the present confusion surrounding the ‘meaning of internationalizarion, ‘The definition proposed in this paper is: “Internationaliza- tion of higher education isthe process of integrating an international dimension into che teaching/testning, eesearch and service functions of a university or college. An internacional dimension means a perspective, activity or service which introduces or integrates an incesnacioral/interculeural/global outlook into the major functions of an institution of higher education.”Approach, Description Process Approach “The process approach frames internationalization asa process which integrates an incerna- tional dimension of perspective inco the major functions of the institution, Terms such 2s infuse, incegeate, permeate, incorporate are used to characterize the process approach. A wide range of ectivites, policies and proceduces are pare ofthis process Activity Approach “The activity approach describes incernationalization in terms of categories o rypes of Activiies such as curriculum, scholarfetudent exchange and technical cooperation, Competency Approach | The compecency approach looks at invernationaliztion in tems of developing new skills, atcitudes, knowledge in students, faculty and staf. The focus is clearly on the human dimension not on academic activities or organizational issues Orgenizational Approach | ‘The fourth approach focuses on developing as echos or culeure in the university or college that values and supports ineerculeural a approach is closely linked with the process approzch, ‘international perspectives and initiatives. This last Aigner eral (1992) suggest tha there are rhe major reasons for the internationalization of higher education: 1) interest in international securcy, 2) maintenance of economic competicive- ress; and 3) fostering of human understanding, across nations Aigner eral poine out that these ae not absoluce or mucually ‘exclusive reasons for incernationalization and that they differ greatly on content and emphasis, They indicate chat any institution-ovide strategy mast include many and diverse reatons as there ae clearly differen motivations and different political and social orientations for internationalism on university campuses. CCIE (1993) cites the emergence ofa global political economy, the challenge of globalization and increasing eco- ‘nomic, ecological and cultural interdependence as important ‘eauses forthe increased acceation being given to international- ‘zation. Given chat BCCIE focuses on its own province, i is parciculaty ineerested in the future of British Columbia which BCCIE believes depends on how compericive itis in the world economy and on its “global literacy”. Virtually all erea of activicy require effective communication with other culeures and global awareness skills. Hence the education system plays a critical cole in che preparation of British Columbiaos for productive living and working in an increasingly diverse world Francis, 1993). ‘Score (1992) identifies seven imperatives for global ‘education. They include economic competitiveness, envicon- ‘meatal interdependence, increasing ethnic and religious dliversity of local communities, the reality thae many citizens ‘work for foreign-owned firms, the influence of international trade on small business, che fac chae college graduates will supervise o be supervised by people of efferent eaciel and ethnic groups than their own, and national secucity and peacefal relations berween nations. ‘Warner (1992) examines the various assumptions and imperatives thar underlie or drive che internationalization agenda ac different universities. He proposes chree different ‘models in an artempe to capeare che diverse approaches co the jncernarionalization of a university In the competitive model, introducing international ‘content into cutricula and other elemencs of campus life is chiefly « means to make students, the instieution, and the countey move competitive in the global economic matkerplace. “This means prepating graduaees who can work cross-culturlly, ‘whether in incernational or mufticulrueal contexts, be sensitive to the needs of foreign pagrnets or customers, and meet worl standards in their discipline oc profession. “The liberal model identifies the primary goal of ioterna- sionalization a cel-developmeae in a changing world and/or global education for human relacions and citizenship. This ‘model combines elements of rhe other two models. The goat is, for students to learn to participate more fully in an incerdepen- dent world, co redace peejudice, and co develop mutual understanding and cooperation to solve global problems. ‘The social cransformation model suggests chat che most imporcane goal of incecnationalizaion is to give seudenes « deeper awareness of incernational and interculsaral issues related to equity and justice, and to give chem che tools to work. actively and critically toward social transformation. ‘The face chae mosiern society is placing a stronger emphasis ‘on global awareness, international cade and intercultural tclationships is ecknowledged by Norfleet and Wilcox (1992). ‘They suggest chat because ofthis, the survival af every nation depends on its ability to build and foster iacernational and intercultural relationships and chat insicutions of higher learning are in unique postion to develop and strengehen these relationships. "A somewhr different approach is used by Davies (1992) 0 explain why internarional activities have been expandiag, in che past decade. He states that internationalizacion is “closely linked wich fitancial reduction, the rise of academic entcepreneurialism and genuine philosophical commitment to cross-cultural perspectives in the advancement and dissemins- tion of knowledge.” This view reflects ehe tight fiscal situation facing universities today and places international activity in che context of revenue-producing work. In fact, a controversial issue ‘emerging in this discussion isthe incressing commercalization of international activities in universities and collepes.According to Johnston and Edelstein (1993), “today, che dominant argument for inceznacionalizing higher education is hae ie will ensure che nations economic eorapericiveness.” They have, however, acknowledged chae while this tegument has | considerable force ic also has limitations asthe very notion of incernacional competition may be losing its meaning. The dlissociation of businesses fom their home counties is increas- ingly common as domestic enterprises evolve int incesnational, chen muleinacional, and then global ones. Ic is clear from ehe above that economic arguments 0 support internationalizarion are popular. Often these arguments are perceived co originate in business schools and are aot fully supporced by other disciplines. Non-business faculey members fail co give the same importance to the economic competitive ness rationale. In face, some ate very uncomfortable and view ‘with suspicion the fact that the university agenda may be driven by che excernal agenda of business and industry. This not to deny the imporcance of the relationship beeween university and business; however ehe narrowness of the eco- nomic compecitiveness agenda is of concern because of the important issues which are no acknowledged. The emphasis 00 ‘competition should aot overshadow the arcencion that should be given to the realiy of interdependence and the need for cooperation on 2 global scale for reasons such as human survival, social justice, humaniceranism, equity, all concepts far bigger than compeciiveness ‘There is no single motivation for inteenationdlizing, Instead there area variety of imperetives, which are aot necessarily mutually exclusive, but which may be viewed as such. The reason for choosing one imperative over another depends on a number of factors specific to mandate, resources and history of the insticution ‘Summary of Internationalization Elements ELEMENTS OF INTERNATIONALIZATION Based on the experiences of different colleges and universities and a review of the Iierature, 2 number of elements have been identified which play an important rale in the inceroucion tion process. These elements may be called key ingcedients, mechanisms faciicacrs, barriers, factors, steps. In mast anes, the clements are different types of academic activieis, for example stacentisculty exchanges, curriculum, recruiting hosting incenational students. In other cases, organizational factors such as policy statements, annual planning and review systems are identified as the elements, Ditecemiacing beeween academic and organizational facors is essential. Even if chece are un incceasing number of academic activities eaking place, if they are noc underpinned by 4 permanent organizational commitment and structure, they ray die when proponents leave the institution, Ineernstional- ination must be entrenched in the culcuee, policy, planning and organizational processes ofthe instiution so that ic is oot rreated as, nor does ie become, a passing fa. By only focusing on the academic or program activities one ‘an overlook the process issues, which ate important to ensure hac che different activities reinforce each othet, that they become centeil tothe mission of the insicucion and that strengch lies in the whole being greater than the sum of the parts, especially for impact, benefit aad leverage. ‘The following chart provides a surnmaty ofthe important elements identified by different cesearchers. In most cases the researchers have not categorized an element as an academic! program activity or as an organizational factor. They have been labelled as such for the purposes of this paper and to make the ppoine chet both are imporcane RESEARCHER | ACADEMIC PROGRAMS AND SERVICES | ORGANIZATIONAL FACTORS Harasi + curriculum development * creating an international e¢hos on campus 1989 + incernational exchanges + integrated and scrategic planning + excernal parenerships ‘© comomitment from senior leadership ‘+ intemal suppote and external coalitions ‘Audis * integrate internacional and ineerculcural context | * written policies ae cenveal and local level, 1991 in curticulum + systematic review and long erm planning + central international office with executive . ‘ officer + formal and informal communication chancels Aigner ec al curiculum + Leadership from administration 1992 foreign language * faculty development and involvement ‘ ineemnational internships and exchanges + broad agenda with specific goals ‘foreign students and scholars * networking * technical cooperation and invernational + centelized service development * public service Norflece and + ceceuiting ineertacional seudents + instieutional cormmitment Wilcox * creating global awareness 1992 ‘+ internationalizing the ewericulum + study abroad and faculty exchange + community involvementSummary of Incernationalization Elements (Cont'd) inched external parenerships ‘hemes RESEARCHER | ACADEMIC PROGRAMS AND SERVICES Scott ‘+ integrated cheough curriculam 1992 + curricular and exteacucticulat wexivivies indergeaduace teaching. caning and research Tinkage of international and mulciculearal ORGANIZATIONAL FACTORS © annual review = multicyest plan © fundrsing faculty recognition and rewaeds suppore of senate and board of governoss + fands for faculty and cucriculum development + annual goals and objecrives British Columbia | + cursiculum Centre foe + faculty and staff development Inrernational + inceenatiosl student progears Education study/work abroad and exchanges incernational projects Francis 4 institutional linkages * leadership from senior adeinistraion + prloriey given to ineeenational effores seticulation of goals Tong term commitment + enhanced public relations internarional seudents and scholas internacional development projects joint research initiacives International institutional Linkages foreign languages arealthemaric srudies + community partnerships 1993) + community linkages facaley invalvement scrategic planning and evsluacion Knighe scudene work/ study abroad programs = commitment and support of senior 1994 curriculums ianavation asminiserators and Board of Governors faculey/stalf exchange and mability progrems + incerculeusal training framework + extracurricular activities and instieucional + incentives and rewards for sealents, staff and services faculty + communication and informacion exchange mechanisms + suppore and involvement of critical mass of faculey/seatt + international office or position with experienced personnel + adequate funding ard support both incernally and externally + policy to encouraye and support local Injciatives within abroad inscicutional policy 1 AOATEMIG ACTIVITES Ano SERUICES « Te faloing dete he sdk pogeans nd sees Ghat sanyo clogs nyt eng inosine Selma iplearca tn nwaonion noe Curricular Innovation Curriculum is che backbone ofthe iateenationslization proces, ‘The term is used to refer to formal curricular elemenes, cher than foreign languages, that are primaeily international in nature, This includes graduate and undesgraduace courses and ‘majots in vatious internacional fields as well as ehase courses hac have 2 substancial amount of internacional or ineercultural, material integrated into the cucticuluna, The following lise Jddenifies possible ways to approach inteenationalization of the cereiculum $ ‘The infusion of disciplines with ineemational content; Comparative approaches; @ JIssue-orieated approaches and interdisciplinary studies; © Area studies and civilizational approaches; @ Incernational studies and intesculeutal studies; # Incecnational development seudies (theory and practice) Canadian Students’ International Experiences (Work/Seudy Abroad) ‘Thece are many different types of international experiences such as internships, eld work and research, placements and practica, ceited coursework abroad, student exchanges, and study «cours. This area is recognized as one of the most important elements of internacionalizacion ‘Many educational institutions are aiming fora earger of 10% of the seudenr popularion participating in some type of ‘overseas interastional or intercultural experience, This has been, in part, stimulated by European programs such as ERASMUS, ‘which aim to have 10% of students studying in another BC tagegrating interignal and ince dlimietsion into research, curicukin and scholarship ++ (Number of ati intr ‘associations on tampus Number of campis-wide events such as Tecenres, firs, _ workshops paral cultural evens on intemal " invereultural chemes tageted for: ‘pen 6 universieycollege and exsémnl coowmuinny. s-culputal briefing for faculty salf’ocudencs anvalved. i inceroacional initiatives either over TERNATIONALIZATION CYCLE A question facing many colleges and universities is how to translate whae seems to be a song commiement co incemnation- alization inco a comprehensive but practical seeategy which integraces and insticutionalizes the international dimension into the universcy syscems and values. ‘The development of such a strategy is @ rather daunting challenge when looked at from a holistic perspective, However, if one approaches ic asa series of steps which ace incerconnected and flexible ic is pessible to conceptualize the process asa cycle. The diagram overleaf cries to capeure the concept of an Jnternationalzarion cycle in a schematic format. n1. Awareness of need, purpose and bendits of internatonalization forstudents, sal, fac, socly 6. Reinforcement D Conannan Soon * by senor administration “al foard of Governors, Silfand siden” faculty and staf, pactiipation eee 5. Review 4. Operationalize |/|3. Planning ‘sassess and enhance ‘academic activities, ‘Identify needs and ‘quality and impact and services resources; purpose of initiatives and + organizational factors and objectives: priorities; progress of strategy ‘use guiding principles strategtes Internationalization Cycle EBB supportive Culture to integrate internationalization ‘The proposed cycle (Knight, 1994) has six phases which 2 college of universicy would move theough at is own pace. ‘While ic is clear ehat there is a sequence tothe six phases, i is «so important eo acknowledge the two-way flow thae will occur between che differenc steps, Each of the six phases is described jn mate detail in che following sections Awareness: creating awareness of the importance and benefic of internationalization for students, staff and faculty Senior administrators of Canadian colleges and universities as; ‘well as national organizations represeating the higher education stetor have acknowledged and called for increased ettention 0 bbe paid to the effects of globalization on Canada andl the role of instieutions of higher education in responding to the issue of increasing interdependence of nacions. Faculty and staff are also aware of the «rend and ace finding chat che age of electronic communication is opening the world up to them and the classroom, ‘Asiaceness ofthe importance and impact of the issue is the fics step but itis nor enough. It is important to stimulate ‘campus-wide discussions on such topics as the need, purpose, strategies, controversial issues, source implications and benefits of incernationatization. Supporters and nay sayers need 10 be heard, Intetmationalizarion touches all aspects of @ university and college and all consticuencies need to be aware of 2 che issues and be heard, Incernarioralization cannot be owned by a small group, as i then becomes marginalized and can be seen ab an exclusive, eather than inclusive, issue. Finally, swarencse is nor enough, it must be eugned into commitment. ‘Commitment: building commitment to the process of incegracing an international dimension into teaching training, research and service functions ‘The demonstrated commitment of senior leeders co the university or college community is of creical importance. The ‘commitment should be expressed both in concrece ways and in symbolic ways. There is a often a perception (or perhaps itis betcor labelled a misperception) chat che commitment of the leadership should be measured in terms of new funds allocated to support a priority initiative. There is ne question chat additional funds would asise ineernationalizacioa efforcs, but success stories from colleges and universicies prove char ech «an be accomplished without major sources of new funding. A ‘great deal depends on arcitude and commitment and eventually, recognition and reward ‘Strong and vocal support from a broad base of faculey, stall and students is needed to complement the commitment from the senior administrators and to convert commitonent into planning strategies. While che comomitinent from senior administration will lead che process, the eal engine of interna tionalization will be faculey and stallPlanning: developing a comprehensive plan or strategy The timing for the development of this stategy is an important factor asthe commitment and involvement of a critical mass of supporters or champions are prerequisites ro develop plan and ‘operationalize it ‘Clatification of che purpose and goal isa critical se step. ‘The reasons for internationalizing, the intended outcomes, the unique features, sources and needs of the orginization need 0 be clearly assessed and factored into a stracegy. An interna: ionalization plan tailored to build on che specific interests, ‘characteristics and objectives ofthe college or university has 2 bercer chance of success chan a general purpose steategy. Planning needs to happen at several different levels, The insctution-wide plan needs to demonstrare the priority and provide the framework and dizection, Thus che mission statement plays a key role. Recene studies show that the majority of universities have been successful in including a refecence to the international dimension in che mission statement. The same is eruc for colleges. The next step is to ‘ranslate chis expression of importance and incent into strategic and operational plans. Special attention needs co be given to the centalizatioa decentralization issue. [cis extremely important ta encourage, support and sustain local level (academic depattment, adminis. trative unit, ineerest group, researeh centre) initiatives, This works best when itis dane within a broader plan and policy framework, Planning for internacionalization will be unique to cach instieution. Unless i is 2 new institution, all of ehe existing initiatives and incerese groups need co be caken iato consideration, recognized and celebrated where appropriace Universities and colleges are not starting with a blank slace and ic is importane to respect the constituencies of interests and expertise and build an them. If nr, eurfdom may se in and chen energy will be spent breaking down barriers racher ‘han creating communication channels end collaboration modes ‘The scope of internationalizaton is enormous and often ‘optimism, noc realism, prevails. Seeing realistic priorities and time ftames are important. A sense of movement and accom: plishmene generares support, While ehe big pictuce (vision of a internationalizec campus) is necessary, it needs to be to be pat inco practical and achievable steps. This i che operational plan Operationalization: implementing the different aspects of ‘a strategy and creating 2 supportive culture ‘Academic activities and services, organizational factors end ‘guiding principles are the three components which play a major role in this phase of che cycle. These have been discussed in derail in previous sections, I is fait co say that che development of academic activities and services aze obvious and essential puts ofthe process. The priority and pacing of these activities will ofcourse depend on the resources, needs and objectives of ‘ich institution, However, the organizarional factors need to be considered in tandem wich the activities. Again, the priority snd pacing of the orgenizational factors will be specific to the ‘goals and stage of implementation ac each institution. Each operational plan must be customized forthe specific purpose, needs, resources and distinctive features of the university of college Tn the cucrenc envionment of decreasing resources and competing priorities, one has co be pracrical and wealiscic about how to manage an internationalizatinn process withoue new money and perl with even less money. New partnerships with privace and public sector agencies plus linkages wich ‘community gcoups are being formed to share and maximize ‘The esrablishment of a international office ox position dedicated eo international activities i civil factor. A designated position oroffce demonstrates cathe university oF college community a¢ well as external partners che importance and commicment to incernarional aes. Secondly, an intern onal office has the opportunity to have a macro perspective of “hac is happening across the inticution and how different aspects cold reinforce ot complement accivities Information exchange, advisory suppor, fundeaising, advocacy policy development, raining of faculey and staf, ore bur afew of che dfferene functions thee an international office coordinates or overses in the incernationalization process However, an international office often bears beavy responsibil ‘ies for international program development, management and evaluation and does not have the resources, time or mandare 0 cake a holistic perspective on how the different pisces should fie into an inseicution-wide plan Review: assessing and continually enhancing the quality and impact of the different aspects of the process ‘The concept of review needs to be interpreted in ewo different ‘ways, In the more conventional sense, ceview means monitoring, and assessment of che value and success of individual activities as well as how they work together in @ complementary and ‘mutually beneficial way. This kind of review or evaluation is ‘extremely important when an organizational change such a3 Internationalization is underway. A review tries to ensure that the objectives are being met in an efficient and effective manne and char che quality ofthe activity of service is meeting standards and expectations The concept of eview also relates to incorporating incecnationalization ineo the annual of biannual review and budgeting process engaged in by academic departments and sadministeaive units ecoss the campus. This type of systematic review is necessary to integrate iacernationalization into the ‘regular administeative and academic systems of the institution ‘This type of review is an audit co gauge the integration and level of internationalization activicy chroughout the universicy and college. Reinforcement: the reward and recognition of faculey and staff participation In onder to develop a culture which supports international rion a college or university must find conceece and symbolic ‘ways to value and reward faculty and staff who are involved in this eype of work. The imporcance of incernarionalization work can be easily overlooked or misunderstood, especially if che activities occur off campus or aversexs For commitment robe sustained, i is importanc to build in incentives and rewards. The culeure of each institution will 3decermine the specific ways ta acknowledge and honor incerne- csonalization lfors. [rs important co pol faculty and staf for their own ideas on whar helps oc hinders their contribution and sense of achievernent in ineernationalization work, “The process of internacionalization is cyclical nr linea. Reinforcemene and rewstd lead to renewed awateness end ‘commitment. A renewed and loader base of comanitenent leads to further planning processes, This usually eimulates changes 0 existing programs or policies and the development and implemencacion of new activities and services. A continuous ‘support, monitoring and review system attempts (0 improve ‘quality and involves incentives, ecogoition and rewards, “ INNOVATION AND INSTITUTIONALIZATION ‘The internationalizasion cycle described in this paper attempts co build in opportuaities for continual innovation as well as "ways co ens chae che international dimension is integrated and inscicutionalizest into a college of university culeare and systems. The concepts of innovation and insticutionalization are not coneradictory ehey can complement and reinforce each other For those institutions coramirced to integrating an incernational dionension into their reaching, traning, research and service functions, innovation and insticutionalization are essential foe success.REFERENCES Aigner Jean. cal Intemational th Unisys Making Wark, Springlc, Virginia: CBIS Federal In 1992 ‘Arum, Stephen and Jack Van de Water. "The Need for a Definition of Inecnacional Education in U.S. Universities.” In Bridges To The Fauare: Strategies for asernatonaliving Higher Fducatoa, pp.191-203. Edited by Charles Klisck. Cachandale, Ilinois: Association of Incernavional Education: Admniseracos, 1992, ‘Association of Canadian Community Colleges. uernstowaliza- an of Colleges: An Orientation Dacrmant. Ortasea: ACCC, 1994 Association of Universities and Colleges of Canada, "What is Tncernacionalization?” In Uninorid, Winter/Spring 1991, pp7-l6, ~~. 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Otcawrh: Prosperity Secretariac, 1992. ‘Warnes, Gary. “Incernationalization Models and the Role of che University.” In Intonational Pducation Magazine, CBIE, 1992, pal Wood, Richaed J. “Toward Culeural Empathy: A Framework for Global Education.” lo Educational Record, Vol. 72, No.4, 1991, pp.l0-13. 15CBIE Research N° 7 © Canadian Bureau for international Education, 1994 "Checkpoints for an Internationalization Strategy,” © Jane Knight and CBIE, 1994 Internationalization: Elements and Checkpoints ISSN: 1183-4404 ISBN: 0-920495-84-9 Price: CBIE Members $6 Non-members $8 Postage, Canada and US: add $2 ‘The views expressed in this Other countries: add $3, paper are those of the author. Canadian Bureau for International Education 220 Laurier Ave. W., Suite 1100, Ottawa, CANADA KIP 529 Tel. (618) 237-4820 Fax: (613) 237-1073, -1300