"Tough. Jog on." - Well done University of Reading!

We've had feedback over the last week that some people are unhappy with our plan to offer up to 14 scholarships to refugees living in the local area. To these people, we would like to say: Tough. Jog on. https://t.co/ioDLPp5crw

— Uni of Reading (@UniofReading) July 2, 2018

We agree with @UniofReading and are proud of our Equal Access Scholarships, which allow students fleeing conflict an opportunity to study at the University (see: https://t.co/6Qa8fYhXOO). Thanks to support by a range of donors including @YorkAlumni and @UniofYork staff. pic.twitter.com/7MeB17DXbd

— University of York (@UniOfYork) July 3, 2018

Many institutions of higher education in the U.S. issuing statements on #DACA

...and someone should compile a list as it won't be me this time!

Update September 17, 2017:  The Soren Peterson DACA statement list now links to 259 college and university statements and links to 32 associations, program providers, and joint statements.  List available on GeoAnth Research at http://www.geoanth.com/daca.

Update September 15, 2017:  Links to 130+ DACA statements issued by institutions of higher education and associations compiled by Soren Peterson available on GeoAnth Research at http://www.geoanth.com/daca.

Many thanks to Soren for your work on compiling this important list!

Update September 6, 2017:  Soren Peterson from the Center for Academic and Global Engagement at the University of South Dakota has taken on this project of compiling links to institutional statements on DACA. Links to additional statements can be sent to him at research+daca@geoanth.com.

Here is a sampling of schools that have issued statements on DACA:

University of Chicago
The University of Texas at Austin
Harvard University
Stanford University
Yale University
Indiana University
Boston College
Princeton University
Brown University
Cornell University
Amherst College
New York University
Duke University
University of Miami
University of California Los Angeles
Northwestern University
Kansas State University
University of Michigan
Michigan State University
University of Wisconsin-Madison
University of Nebraska-Lincoln
New York University
University of Pennsylvania
Dartmouth College
University of Texas at El Paso

The Hispanic Association of Colleges and Universities (HACU)
NAFSA: Association of International Educators
Association of International Education Administrators (AIEA)

Back on January 29th I compiled a Running List of University/College and Higher Education Organization/Association Responses to President Trump's Executive Order Entitled "Protecting the Nation from Terrorist Entry into the United States by Foreign Nationals" Issued January 27, 2017 on IHEC Blog.  That was an enormous task and I don't have the time this week to compile a list of institutional statements on DACA.

Current state of higher education in Turkey right now via two tweets...implications for international education?

Watch the Live Stream and Follow the #GoingGlobal2015 Twitter Backchannel from Going Global 2015

Going Global 2015 is currently taking place today and tomorrow June 1-2, 2015) at the Queen Elizabeth II Centre in Westminster, London.  You can access the programme, list of speakers as well as watch the live feed via the Going Global 2015 website.


#GoingGlobal2015 Tweets

Coursera MOOC - Globalizing Higher Education and Research for the ‘Knowledge Economy’ by Kris Olds & Susan Robertson begins March 24, 2014

The following Coursera MOOC may be of interest to many Many IHEC Blog readers so I'm posting some information about the course below:

Globalizing Higher Education and Research for the ‘Knowledge Economy’

This course is designed to examine an array of issues related to the globalization of higher education and research. The main objective of the course is to enable students to better understand how and why universities are engaged in the globalization process, as well as what the key implications of this development process are.

Originally scheduled for January, 2014 it will now begin on March 24, 2014

Length of course:  7 weeks of instruction

Time Commitment:  3-5 hours of work per week

Language of Instruction:  English

Cost:  Free

Instructors:  Kris Olds, University of Wisconsin-Madison and Susan L. Robertson, University of Bristol

More information available at:  https://www.coursera.org/course/globalhighered

Image obtained from the Coursera Media Kit

International and Foreign Language Education Service (IFLE)/Fund for the Improvement of Postsecondary Education (FIPSE) - Special Focus Competitionss

Announcements by Office of Postsecondary Education, Department of Education in the Federal Register that may be of interest to IHEC Blog readers:

International and Foreign Language Education Service (IFLE): Fund for the Improvement of Postsecondary Education (FIPSE) - Special Focus Competition: Program for North American Mobility in Higher Education

Deadline for Transmittal of Applications: May 17, 2011.

Deadline for Intergovernmental Review: July 16, 2011.

More information at http://www.gpo.gov/fdsys/pkg/FR-2011-03-25/pdf/2011-7128.pdf

---------------------------------------------------------------

International and Foreign Language Education Service (IFLE): Fund for the Improvement of Postsecondary Education (FIPSE) - Special Focus Competition: United States (U.S.)-Brazil Higher Education Consortia Program 

Deadline for Transmittal of Applications: May 13, 2011. 

Deadline for Intergovernmental Review: July 12, 2011.

More information at http://www.gpo.gov/fdsys/pkg/FR-2011-03-29/pdf/2011-7356.pdf

An Online Public Hearing on the Future of Utah Higher Education

The Online Public Hearing on the Future of Utah Higher Education at http://www.higheredutah2020.org/ is a very interesting and innovative project.  According to the Commissioner of Higher Education in Utah [appointed by the Board of Regents as the Chief Executive Officer of the Utah System of Higher Education] on the website:

“The Governor has asked the Utah State Board of Regents and my office to develop a master plan for higher education to meet the goal of having our workforce ready for the new economy.”

I have no stake in Utah higher education but I couldn’t resist searching the site and documents for mention of international education and I found absolutely nothing. 

From what I can tell, Utah has not issued an International Education Resolution.  According to a data table on the NAFSA website (here), during the 2006/2007 academic year, 2,845 students in Utah studied abroad out of a total higher education enrollment of 202,151 equating to 1.41% study abroad participation rate for that period.  Data over on the Open Doors website shows that the total number of study abroad students from Utah dropped from 2,845 in 2006/2007 to 2,597 in 2007/2008 equating to a -8.7% change in study abroad participation between those two years.  We are just a few weeks away from knowing what the study abroad numbers for 2008/2009 will reveal.

Did I miss something or is Utah missing the boat?  

Academic Affairs or Student Affairs? ~ Where to House an International/Study Abroad Office?

Institutions of higher education are interesting creatures.  I'm always interested in how they are structured and their history (which lends insight into how they were/are structured and organized).  At some institutions the international/study abroad office is housed under student affairs while other institutions house these operations under their academic affairs umbrella.  Some institutions have one office under student affairs and the other office under academic affairs.  There are certainly positives for housing the international/study abroad office under either of these institutional areas.


I don't necessarily think there is a correct answer to this and it really depends on the institutions themselves and their culture.


What are your thoughts and/or experience with this?  


Photo credit: arisexpress

INDO-U.S. Summit on Higher Education, July 30, 31 and August 1, 2010

Shortly before the NAFSA annual conference back in May I was invited to attend the INDO-U.S. Summit on Higher Education of the Indo-American Society by one of the task force members.  Unfortunately, I’m not able to attend but I offered to post to IHEC Blog about the Summit as I think it sounds really interesting and it has received little attention here in the U.S.

The Summit aims at building synergies between Universities abroad and in India so as to create opportunities for better system in India’s Higher Education Programmes. The Event is co-sponsored by Global Knowledge Initiative, Washington, D.C., the Institute of International Education, the U.S. Consulate General, Mumbai, and the American Chamber of Commerce in India among others.  United States Secretary of Education Arne Duncan has been invited as the Keynote Speaker!  Following is a brief description of the summit that I copied and pasted from one of the conference documents.

Highlights of the Summit

• The Government of India is planning to open avenues for foreign educational institutions by introducing the Foreign Educational Institutions Bill in the Indian Parliament.  This will create new opportunities for several foreign educational institutions keen on opening in India.
• The Hon'ble Union Minister for Human Resource Development, Government of India Shri. KAPIL SIBAL has been invited as Chief Guest

• This Summit is co-sponsored by AMCHAM (American Chamber of Commerce) and supported by USG

• Several Deans and Heads of reputed American and other foreign Universities will participate in this interactive Summit

• From India, Deans and V ice Chancellors of leading Universities will participate

• Leading Speakers from U.S., U.K., reputed Indian Educational Institutes of higher learning and other Institutes from Europe, Switzerland, Singapore, Malaysia and Japan are also being invited

• You can compare notes and explore with WHO'S WHO in Education the world over

You can learn more about the Indo-American Society on their website at  http://www.indoamericansociety.org/.  You can also find a detailed 15 page brochure as well as register for the Summit at http://www.indoamericansociety.org/events.asp. 

Frameworks for Higher Education in Homeland Security

During my research activities last night I came across an interesting report entitled Frameworks for Higher Education in Homeland Security (2005) the Committee on Educational Paradigms for Homeland Security, Policy and Global Affairs of the National Research Council and available for reading on the National Academies Press website.  It's an easy and quick read (68 pages) and of particular interest to me, and perhaps many IHEC Blog readers, is chapter/section four entitled "Parallels Between Homeland Security and Area Studies, International Relations, and Science Policy" (pages 9-14) which discusses the National Security Education Program among other matters.  Just thought I would mention this report and highlight that you can access it for free.  Click on the book cover below to be taken to the website.

Final Call for Nominations of U.S. Institutions of Higher Education for the U.S. Summit and Initiative on Global Citizen Diplomacy

I have posted to IHEC Blog many times about the work of the U.S. Center for Citizen Diplomacy and about their upcoming U.S. Summit and Initiative on Global Citizen Diplomacy.  The Higher Education Task Force of the Summit released a call for nominations from institutions that have “an innovative program that engages students and faculty to help address global challenges.”  Nominations are due April 7, 2010.  You can read more about this call for nominations here.

New Book of Interest – “The Twenty-first Century University: Developing Faculty Engagement in Internationalization”

I want to highlight a new book by Lisa Childress that I think many IHEC Blog readers may be interested in checking out. Published in 2010 by Peter Lang Publishers, The Twenty-first Century University: Developing Faculty Engagement in Internationalization "identifies what successful institutions have done to overcome endogenous challenges and successfully engage faculty in the internationalization process. Examining two exemplary cases of internationalization, this book extrapolates strategies for colleges and universities to adapt to their unique institutional cultures, histories, and priorities, to support faculty in internationalizing their teaching, research, and service. In addition to in-depth analysis of each successful institution, the book analyzes cross-case findings and implications, presenting a new conceptual model and typology of faculty engagement in internationalization that can be used both by university administrators to expand faculty involvement in the implementation of their institutions internationalization plans and by faculty to advance their knowledge of internationalization."

Following are three reviews of The Twenty-first Century University by scholars that I greatly respect and admire and I felt that it is important to incorporate their words into this post.

Academic leaders, policy makers, faculty and scholars will benefit from the insightful analysis and pragmatic approach to enhancing faculty engagement in the internationalization process. This important and welcomed book helps to fill a major gap in research and practice and demonstrates that faculty are the true 'engine of internationalization' when their involvement is supported and recognized." --Jane Knight, University of Toronto

"Grounded in theory and full of practical advice, The Twenty-first Century University: Faculty Engagement in Internationalization represents an important addition to the literature on internationalization. It provides enormously useful guidance for chief academic officers, deans, and campus internationalization leaders as they work to engage the faculty in the important work of internationalization." -- Madeleine F. Green, Vice President for International Initiatives, American Council on Education

"This study on faculty engagement in internationalization provides insight into a crucial aspect of internationalization policies in higher education that has received too little attention before: how to stimulate faculty interest and involvement in internationalization strategies and activities in institutions of higher education. Her analysis, cases studies and recommendations will be of relevance for colleges and universities in strengthening their internationalization objectives. " --Hans de Wit, Amsterdam University of Applied Sciences; Editor, Journal of Studies in International Education

Information about the author: Lisa K. Childress is an internationalization consultant, who has served as an internationalization leader at universities in the United States and Japan over the past two decades. Her teaching and administrative leadership span institutions including Duke University, University of Virginia, and Kyushu University in Japan. She received her doctorate in education from George Washington University, where she partnered with the American Council on Education in her internationalization research. Dr. Childress received her master of education from Harvard University and her bachelor of arts from the University of Virginia. Her scholarship has been published in leading academic journals including the Journal of Studies in International Education and the Journal of Global Initiatives.

For more information about this book please click on the image of the book cover.

The Importance of Creating Standards to Evaluate Master’s Programs in International Education - NAFSA Collegial Conversation

I'm posting the following with permission of Yating Chang, Network Leader of the NAFSA International Education Leader Development Network, as I think several IHEC Blog readers may find this upcoming conversation to be of interest:

International Education is a wonderful career field to be in! Are you thinking of attaining a Master's degree? What are some of the available programs in the country? What about quality of these programs?

Join IELD network's online discussion session
December 17, 2009
4-5pm EST
Be online and conduct LIVE conversation with David Urias, School of Education, Drexel University.
Be free to ask questions and provide your thoughts about this topic.

COLLEGIAL CONVERSATION:
NAFSA Collegial Conversation: The Importance of Creating Standards to Evaluate Master’s Programs in International Education

By David Urias, Ph.D., Drexel University

Everything depends on the quality of the experience which is had.
~ John Dewey

Over the past two decades, programmatic guidelines for undergraduate international education at U.S. colleges and universities have been presented by several national associations and several academic disciplines. However, none of these groups has ventured into the area of suggesting comparable guidelines at the graduate level. It should be noted that in the past, senior level leaders in international education came up through the ranks of faculty and now the trend is toward a more professionalized administrative corps, i.e., a greater professionalization and specialized graduate degree is needed. Professionals in international education - whether from a more theoretical or practical orientation - need to be concerned about the quality and availability of what is being taught at the graduate level. Graduates of these programs are most likely to enter either the academic or practitioner side of the profession. They are our colleagues of the future.

It is both exciting and unsettling that new educational models and means of delivering educational programs and services are evolving at all levels of higher education. One of the myriad of complex challenges facing American higher education is to develop standards and benchmarks for newly emerging professions, including global, international, and comparative education, which have arisen in an era of transition and globalization. Standards provide policymakers, educators, parents, students, and the public with the means to monitor, measure, and continuously improve student achievement and college/university program quality.

A major value of graduate standards is that they provide criteria by which an academic program can judge its educational effectiveness. Whether used for accreditation or program development purposes, standards provide faculty, staff, administrators, and students alike a tool to measure a program’s characteristics against a set of well-conceived criteria designed to ensure educational quality and efficacy. Knowing exactly what a program is expected to do makes it more likely stakeholders will mobilize their energies to meet those expectations and provide the means for potential students to make appropriate decisions concerning their future study objectives. The standards/benchmark criteria do not have to constitute a precise set of indicators to be applied rigidly in assessing all such programs. Rather, they are the dimensions that should be considered in reviewing and guiding existing and planned international education programmatic activities.

Photo credit: austinevan

Indian Engineering Education in Peril

Guest post by Dr. Rahul Choudaha, http://www.dreducation.com/

Dr. Rahul Choudaha is an international higher education professional based in New York. He earned his Ph.D. in Higher Education from the University of Denver and holds an MBA and an undergraduate degree in Engineering.

The gap between quality and quality in Indian engineering education is widening. The recent decision of the Washington Accord to turn down India’s proposal to graduate from the provisional membership to full membership highlights the lack of global competitiveness of the Indian engineering education system. The primary reason for denial relate to the “concerns over the quality of faculty members and students in Indian engineering programs.”

The number of seats for AICTE (Indian regulatory body) approved engineering colleges grew from 115,000 to 653,000 (CAGR of 19%) in the ten-year period from 1997-2007. Private institutions contributed to the most of growth however, it came at the expense of quality. This is clearly evident from the reports of unemployment among engineers on one hand and on other hand there are concerns of future unmet demand by the industry. Thus, there is a significant quality gap between what industry needs and what engineering education is providing.

One of the biggest challenges for Indian higher education is that institutional practices consider quality as an option and not a requirement. This means quality does not figure as a strategic priority. In addition, over-regulation and dysfunctional reward system further stifles quality orientation. This is also evident from the number of engineering institutions opting for “voluntary” accreditation of quality offered by National Board of Accreditation (NBA). This means given a choice, Indian engineering programs are not striving to integrate quality assurance in their academic offerings.

Source: http://www.education.nic.in/tech/tech_nba.asp

The problem is evident, urgent and systemic. It calls for solutions that more comprehensive and collaborative. Without the support of industry support, regulatory reform and institutional transformation, Indian engineering education is at the risk of created overeducated and underemployed youth.

Indian quality assurance system in engineering education requires an overhaul. A recent report by UNESCO, A New Dynamic: Private Higher Education, argues that "quality mechanisms must find a balance that ensures high levels of provision while at the same time not constraining appropriate innovation that responds to the evolving public and private education sectors."

French Embassy Partner University Fund (PUF) - Call for Projects

For the third year, the Embassy of France to the United States and France American Cultural Exchange (FACE) announced a call for project proposals of the Partner University Fund (PUF).

Here is a brief description of the Partner University Fund obtained from the website:

"Grants provided by the Partner University Fund support research and graduate education partnerships between French and American Universities with emphasis placed on novel, innovative and, when relevant, interdisciplinary approaches that involve exchanges across national and disciplinary boundaries.

Applicants are expected to develop new or deeper partnerships through the collaboration. The PUF Grant Review Committee will value, when applicable, evidence of institutional commitment to the development of joint or dual degrees even when the partnership starts with simple shared teaching and research exchanges.

PUF seeks to fund research and graduate education projects in all disciplines without exception. It also encourages interdisciplinary projects when relevant."

The application deadline of December 15, 2009 is quickly approaching but there is still time to submit a competitive application. You can learn more about the Partner University Fund here.

Two-Week Summer Graduate Seminar on Study Abroad in Rome, Italy

Loyola University Chicago’s School of Education will again be offering a unique opportunity this summer for graduate students to participate in a two-week (July 4-17, 2010) graduate seminar focusing on U.S. students who study abroad at Loyola’s John Felice Rome Center Campus.

The seminar is ELPS 429: U.S. Students Abroad: Lessons from Rome in Cultural Immersion (see the summer 2009 syllabus here) carries 3 graduate level semester hours and will be taught by Terry Williams. I’m a doctoral student at Loyola in Comparative and International Education and while I never took this course, due to work conflicts, I’ve only heard positive feedback from those I’ve known who have taken the course. Terry Williams has taught this same course in Rome for several summers now.

If you are interested in this graduate level seminar please visit Loyola’s website for summer programs here and you can reach Terry Williams at twillia@luc.edu.

Of special note: The John Felice Rome Center is the oldest continually operating U.S. university program in Italy.

IHEC Blog reviews "Cheating in School: What We Know and What We Can Do"

Cheating in School: What We Know and What We Can Do

Today on IHEC Blog I will be reviewing/highlighting a new book entitled Cheating in School: What We Know and What We Can Do by Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant. Cheating in School is writtern by a distinguished group of authors and is published by Wiley-Blackwell. The table of contents are as follows:

· Chapter One: Cheating in Our Schools, Colleges, and Universities: A Critical Problem for the Twenty-First Century. Outlines how cheating is manifested and justified in the modern, competitive academic environment, and its long-term effects on personal and institutional character.

· Chapter Two: The Nature and Prevalence of Student Cheating. Pinpoints the history of the phenomenon, case studies and statistics, with an international cross-comparison.

· Chapter Three: Reasons for Academic Dishonesty—Situation, Disposition, and Changing Times. Explores the evolution of cheating behavior and the more deep-seated psychological issues which keep the behavior in play.

· Chapter Four: From Cheat Sheet to Text Messaging—The Evolution of Techniques. Considers different venues for cheating opportunities: classroom tests, lab reports, internet plagiarism and online classes in the context of cheating prevention.

· Chapter Five: Short-Term Deterrents—Strategies for Class, Labs, and Online Testing. Discusses detection methods, penalties, and deterrents for each of the venues outlined in the previous chapter.

· Chapter Six: Long-Term Deterrents—Development of Individual and Institutional Integrity. A focus on moral development and ethical solutions on both an individual and institutional level.

· Chapter Seven: The Call for Action and Wisdom—Conversations That Make a Difference. An emphasis on accountability and communication within institutions and at home, as well as the power of mentor-based models.

· Chapter Eight: Refining Our Tactics and Strategies. Proposal of different types of practical reform strategies (“crusading,” “challenging,” “modest, or “gestural”) that parents, teachers, and institutional leaders can practically implement.

· Chapter Nine: An Optimistic (and Provocative) Conclusion—Finding the Good in Student Cheating. Observations from experts including Newsweek’s Dr. Fareed Zakaria on the broad and powerful societal influences facing kids today, and how they can be used as a basis for creative and meaning-based learning.

Cheating in School does discuss the internationalizaiton of the academic integrity movement which is of particular interest to me of course. Davis, Drinan and Gallant emphasize that "internationalization of the academic integrity movement is virtually inevitable but its forms and variety of impacts are only now being anticipated...internationalization of the academic interity movement is the one whose direction is most uncertain yet may need to be upgraded to a strategy. Much reseach needs to be conducted on cross-cultural attributes before internationalization can migrate to the status of a strategy, however." I couldn't agree more that more research needs to be done in this area! Any doctoral students out there need a dissertation topic?

In sum, I found Cheating in School to be a good read and while I wish there was a bit more focus on the internationalization of the academic integrity movement and intercultural issues associated with academic dishonesty I recommend this book to both faculty and administrators who must deal with this issue in their work. You can order Cheating in School: What We Know and What We Can Do here.

The Influence of German Higher Education on U.S. Higher Education During the 1800’s

While I was reading chapter 10 “Science and Education: Towards a New Pedagogy” in A History of Western Education: Volume III: The Modern West (1981) by J. Bowen I came across an interesting part about Henry Tappan (1st President of the University of Michigan) and his visit to Prussia. Tappan’s argued that German universities served as the model for universities in the United States because they “were ‘purely universities’, complete with libraries…” (p. 355). I knew that Germany was top destination for students and scholars from the United States during 1800’s (and remains a top destination today) but I was unaware of some of the reasons why this occurred. This chapter has helped me to better understand the interest of U.S. scholars towards studying in Germany and in Europe in general during this time period. Bowen mentions a book that now is a must read for me and that is German Universities: A Narrative of Personal Experiences by James Hart from 1874. The idea by the trustees of making Johns Hopkins a wholly graduate institution based on the German model and, in the end, would make studies abroad unnecessary is fascinating to me. I would be interested in knowing how many others or which other institutions had a similar philosophy about modeling after the German system thus eliminating the need to study abroad. How about The University of Chicago where I work?

Universitas 21 Announce Joint Ph.D. Program

Universitas 21 has announced that fourteen member institutions have established a joint Ph.D. program. The Memorandum of Understanding signed in May 2009 by Vice-Chancellors and Presidents from the universities of Auckland, Birmingham, British Columbia, Delhi, Dublin (University College), Edinburgh, Glasgow, Hong Kong, Korea, McGill, Melbourne, Nottingham, Queensland and Virginia:

“enables doctoral students to embark on joint degrees which will considerably enhance their research and employment opportunities on an international scale. Unlike a number of other joint programmes, this MoU gives an over-arching framework for universities to create tailor-made programmes of study for each student, taking individual research needs into account and enabling collaboration with another of the network’s universities.”

This is certainly an interesting collaboration in higher education and one to watch!

Universitas 21 is an international network of 21 leading research-intensive universities in thirteen countries. You can learn more about Universitas 21 here.

Call for Papers on Study Abroad in Neues Curriculum: Journal for Best Practices in Higher Education German Studies

Neues Curriculum has put out a call for papers on study abroad for their third issue. This is an excellent and unique opportunity to get published and to reach a non-study abroad/international education audience (although an audience that is most likely highly informed and supportive of study abroad programs. I have copied and pasted information about this “Study Abroad” issue from the Neues Curriculum website below:

“The traditional German Study Abroad Experience: Junior Year, Vorlesungsverzeichnis, Auslandsamt, Gemeinschaftsküche, and don’t forget the Scheine! But in the 21st century, even more modern approaches face challenges: More students are interested in shorter term programs, have more expectations towards “service” and “comfort”, and perhaps even wish for courses auf Englisch! Preferably electronically.

Issue 3 of Neues Curriculum focuses on best practices and current trends in studying abroad: Innovative short-term programs, better recruiting, new initiatives to combine studying abroad with internships, ways to share resident directors or to do without one and still keep the benefits, solutions that make studying abroad more affordable for the students or more efficient for smaller programs. And, of course and like always, away from home we hope to find the unexpected.

NC solicits best practices from the past and present including traditional programs that have stood the test of time, integrated German Studies programs involving English language classes, and new approaches that seek to integrate into the new Bachelor programs at German Universities.

How did your institution (re)structure its deep immersion experience? Let us know. We plan to start publishing articles (3-20 pages) for this issue on September 1. Later contributions will be published as they arrive, all after peer review.”

You can learn more about this call for papers and submission guidelines here.