See you soon SFO! #AIEA2019

Family Member Global Birth City Photo Project at my Son's School

I've posted many times here on IHEC Blog about some of the wonderful things happening at the school my children attend (The University of Chicago Laboratory Schools which was founded by John Dewey) that provide an international/intercultural perspective.  Today, after dropping off my 8 year old son at school, while I was waiting in the lobby for the shuttle to take me close to my office I was reminded of a late summer request we received from the Parent's Association for the Lower and Nursery/Kindergarten Schools (my youngest son is in 2nd Grade to 3 Year Old Nursery School building).  The Parent's Association asked parents to submit a family photo and only listing the city and Country where everyone in the family was born and the pictures were hung in the main lobby since the beginning of the school year (see photo above with all of the submitted photos arranged on the lobby window).  This is a wonderful project as it provides a the children with an opportunity to see how diverse and how global our school community truly is.

After finding our family photo I began to look for other children/families we know.  It is fascinating to the wide ranging and global diversity of cities where members of many families were born.  Below is a small sample of photos I took of the diverse locations where some people were born in some families.  My family photo is also included below as my wife Ana was born in Osaka, Japan as her father was studying and teaching Dentistry at Kansai Gaidai University and her mother was teaching English in Osaka.

This is the original photo submission of my family and where each of us was born.  I wanted to include the photo I took of my family photo as part of the project with this post (see above) but I also wanted to include the original family photo to show off my wonderful family!  Photo taken in June, 2016 at my daughter's 8th grade graduation.

Indiana University's 5th Annual Institute for Curriculum and Campus Internationalization

MAY 17-20, 2015

Attention, College & University Faculty, Staff, and Administrators -

If you work in a public or private university, research, Liberal Arts, minority, or community college, by participating in this institute you will:

• Learn how to internationalize your curriculum and campus
• Understand comprehensive internationalization and the importance of collaboration and dialogue
• Identify innovative pedagogies, technologies, and best practices
• Explore the teaching and assessment of global learning objectives
• Examine strategic planning and measurements of institutional success
• Become a member of a network of international educators and administrators and much more ...

WHY ATTEND ICCI?  This unique institute facilitates the internationalization of your campus or unit, curriculum, and/or individual course, to better prepare students, faculty, and staff to be effective scholars, practitioners, and citizens of the 21st century.

WHAT WILL YOU DO?  ICCI includes two distinctive tracks (Course Focus and Campus Focus), each with workshops. Whole group highlights include key presentations by national leaders, sessions to identify common ground among disparate campus audiences, an Innovative Internationalization Best Practices panel, a poster session,  a multi-regional cultural evening for networking, and a summative taking action session.

PRE-INSTITUTE WORKSHOP:  If you are new to internationalization, consider joining the optional pre-institute workshop The Increasingly Comprehensive World of Academic Internationalization: The Essential Context.  

ICCI Alumni come from 60 different higher education institutions from around the world!

Individuals and teams are welcome.     Registration now open.     Space is limited.

Deadline:  April 15, 2015 

Costs: Institute- $450 (includes all events, materials, all meals except 1 dinner); Pre-institute- $75 (includes materials & meals).

Dates (Location): May 17-20, 2015 (in Bloomington, Indiana)

Details/contact information:  globalinstitutes.indiana.edu

                                                           

For Questions: icci@iu.edu

The Climate for Innovation

The following guest post is from my friend and colleague Bryan McAllister-Grande who is currently at Doctoral Candidate at Harvard Graduate School of Education and an Advisor for Global Affairs at Brandeis University.

Two years ago, at NAFSA’s Annual Conference in Kansas City, a group of international educators presented a new award to Josef Mestenhauser, professor emeritus at the University of Minnesota. The “Award for Innovative Research and Scholarship in Internationalization” -- now an annual peer-reviewed process -- is meant to honor contributions to a comprehensive, learning-centered approach to internationalization, an approach that Mestenhauser helped pioneer. Professor Mestenhauser has been gracious to serve on the selection committee for this new award, which was recently given to Bruce La Brack of the University of the Pacific.

Last fall, Mestenhauser published his magnum opus, an 160-page monograph based on his lectures at Minnesota. This book covers, roughly, the entirety of his career and thought. It critically examines the whole field, offering new interpretations of “culture,” research, student learning, education abroad, and learning for international students. Yet, it has not received much attention or debate. Part of the reason must be because it is only available on Amazon.com and has not been marketed in the usual circles. In addition, Mestenhauser’s work has always been considered complex, given his highly philosophical style, and many practitioners are not given ample time to read and review new work in the field – especially at the theoretical level.

But these two reasons can’t fully explain the silence on this book. Other scholars who work at the theoretical level have received comparatively much deeper attention. I wonder if there are other reasons, too, that speak to the current climate for innovation in internationalization.

Mestenhauser’s book arrives at a somewhat odd time for international education. On the one hand, the field seems to be expanding at an unbelievable rate, with more and more people claiming stake to the work. On the other, academics are questioning whether internationalization is reaching an “end,” a “mid-life crisis,” or is simply an empty fad. Jane Knight argues that all the attention given to internationalization has led to some “unintended consequences” – competition, elitism, market-driven priorities, and downgraded quality. The International Association of Universities recently released a statement entitled “Rethinking Internationalization”, which asks, “Has internationalization lost sight of its central purposes?” and aims to convene a global working group.

Meanwhile, on campuses, budgets are being cut, resources are being redirected, and some faculty are questioning the attention being given to initiatives deemed ‘outside’ the central campus mission of teaching and research. At the University of Wisconsin-Madison – a noted leader in global education – a faculty group recommended to dissolve a central Division of International Studies favor of a more diffused approach. The faculty did not repudiate internationalization as a goal, but they did question the motives and the process.

International education has no chance of dying out in today’s global world – but have we lost a sense of purpose and common goals?

When a group feels threatened (even somewhat unconsciously), the tendency is to retreat into familiar, stable, and comfortable positions. True innovation is at risk. Even the recent trend in higher education toward online education and open courseware, while seemingly innovative, seems like a retreat to a comfortable and marketable position. Similarly, I wonder how much “space” there is for international educators to innovate in this climate. When divisions of international studies are dissolved and internationalization is questioned, radicals and critics like Mestenhauser are more apt to be ignored, or pushed off to be tackled ‘later,’ in favor of more positive and conformist arguments.

After all, Mestenhauser does not so much criticize faculty and students and universities in general, but rather turns a mirror on the field itself. While acknowledging many improvements in theoretical rigor and practice since the founding of NAFSA, he still finds the field conceptually bereft. (He cites more publications from the 1950s and 60s than he does from the contemporary literature.) The prominence of current research on “global competence,” for instance, comes under attack for being superficial, as do singular studies on education abroad and international students. Most importantly, Mestenhauser deems the field’s understanding of “culture” to be limited and partial, if not itself culture-bound.

Of course, there is another issue: our field is overwhelmingly collegial and friendly, and we are not used to the usual academic peer review, which can be harsh and judgmental. I wonder if Mestenhauser’s particular mode of criticism is, again, out of place with a general tendency toward collaboration and sharing “best practices” versus theoretical debate. But can’t and shouldn’t we have both?

What do others think?  Do you find examples of true innovation in the field, and in what ways?  What qualifies as innovation in our field? What are the barriers to innovation, both apparent and hidden? Does innovation come from the sharing of best practices and collaboration, or also from healthy critique and debate and academic-style peer review?

NAFSA’s Review of Global Studies Literature (an online compilation of book reviews and essays of literature in the field, for which I serve as a co-editor) is also considering a forum on this general topic of ‘critiques of internationalization,’ and we would welcome diverse thoughts on Mestenhauser’s book as well as general ideas for reviewing recent critiques in a variety of topic areas. In addition, the next Call for Nominations is available for the 2013 Award for Innovative Research and Scholarship in Internationalization. Please consider nominating someone (or yourself) who has made a crucial and important contribution to the dialogue on how we approach our work.

Bryan McAllister-Grande

Doctoral Candidate, Harvard Graduate School of Education and Advisor for Global

Affairs, Brandeis University

bwm561@mail.harvard.edu

Nominations needed for the Award for Innovative Research & Scholarship in Internationalization (a NAFSA TLS endeavor)

Nominations are still needed for the NAFSA TLS Award for Innovative Research and Scholarship in Internationalization! 

The nomination process is not too cumbersome -- it's easier than it looks. You just need to send a short statement to tlsaward@nafsa.org with an explanation of who you are nominating and why (make sure to emphasize theory to practice connections), as well as links or citations to relevant work. A one-page statement or even a long paragraph would be fine, as long as you state the case well. Full details can be found at here and the criteria is available here.

~The Award for Innovative Research & Scholarship in Internationalization~ a NAFSA TLS endeavor

The Teaching, Learning, and Scholarship (TLS) Knowledge Community of NAFSA is excited to announce the formal creation of its first award, and a call for nominations for the 2012 recipient:

~The Award for Innovative Research & Scholarship in Internationalization~

This annual award will honor those who have made substantial contributions to theoretical and practical questions that can be applied across the field of international education. We are specifically looking for "path-breaking" research & scholarship, from veterans and early to mid-career researchers alike, that has changed how we as international educators advance our work.

The inaugural award was given in 2010 to Josef Mestenhauser, former president of NAFSA and research pioneer. Professor Mestenhauser has also agreed to be a member of the first selection committee that will be reviewing nominations this summer. A group of experienced international educators and researchers will round out the committee, to be chaired by Dr. Rosalind Raby.

We are hoping to give the next award to an individual in early 2012.  A call for nominations and criteria have been posted at www.nafsa.org/TLSaward. Nominations should be done by a peer or can be self-nominations, and must be accompanied by copies of works/publications to be reviewed. Nomination materials and questions should be addressed to tlsaward@nafsa.org

NOMINATIONS ARE NOW OPEN AND WILL BE ACCEPTED UNTIL JULY 15, 2011. THE RECIPIENT WILL BE SELECTED BY NOVEMBER 30, 2011.

We hope you will consider nominating a colleague or nominating yourself, and participating in this new effort to recognize innovative research within NAFSA and our field.

We should also thank the TLS working group that put together the criteria and process for the award, and who will continue to serve on the selection committee along with Dr. Mestenhauser.

Louis Berends, Research & Scholarship Network Leader, TLS & University Relations Manager, SIT Study Abroad
Bryan McAllister-Grande, past Research & Scholarship Network Leader and Associate Director, Office of Global Affairs, Brandeis University
Rosalind Raby, Director, California Colleges for International Education
Melinda Wood, researcher for the Office of the Chancellor and Lecturer, University of Hawaii

The internationalization of Room 404 [a 3rd grade class at The University of Chicago Laboratory Schools]

I feel very fortunate that my children are able to attend the University of Chicago Laboratory Schools.  It’s truly an incredible place on so many levels!

Of particular interest to me this year is the international focus in my daughter's 3rd grade class!  Following are some of the main internationally focused projects of from her class this year:

- Towards the end of second grade students and parents had to select a language to begin in 3^rd grade.  Language offerings were Chinese, French, German and Spanish.  We spent a bit of time discussing the various languages with my daughter and in the end my daughter chose Spanish.

-       - Back in October to coincide with Halloween my daughter’s class participated in the Trick-OrTreat for UNICEF program!  The children collected over $300 and then used the information from the back of the collection box to see what their money could be used for—vaccinations for 20+ children, fresh drinking water, blankets, and school supplies for needy children.

-       - The children also had to bring in a pumpkin for a painted pumpkin globe class project.  The children painted their pumpkins blue, placed their equator and prime meridian to place Africa first and then traced the other 6 continents onto their globes.  Finally they painted and put labels on the continents and oceans.  After finishing their pumpkin globes the children began looking more closely at each continent.  They examined Atlases to find locations of countries, landforms, and special features of each continent.

-       - The class started a Global Grains project and in autumn started with South America then on to Asia and the Middle East where they cooked Tabbouleh, potato samosas, and rice noodle stir-fry and recently to Australia where the grains of study were wheat and waddle seed. The children made Waddle Seed Biscuits and meat and vegetable pies. They also got to sample a taste of Vegemite!   

-      -  In January the children prepared and presented reports on Asia to the other third grade classes.  After taking and organizing notes, each group composed a page long report on their assigned research topic. 

-       - Immediately following the class presentations on Asia the children met with their Kindergarten buddies to write and decorate letters to the families in Honduras that were receiving class/family donations of baby supplies.  The kindergarteners had drawn many (adorable) pictures of babies and hearts that were cut out and pasted around the letter for decoration.  The third graders helped their buddies choose a message to write around the border and together they composed a short note to the families.  Additionally, the children received the names and photos of children in the village and the class wrote letters to specific children as well.  Students taking Spanish helped with some basic Spanish phrases to include.

   - German Club pretzels! – This long-standing tradition of selling bakery fresh pretzels every Thursday began with Lab’s first German teacher.  My five year old son particularly likes this and every Thursday a different Kindergarten student is responsible for taking pretzel orders, collecting money, purchasing and distributing pretzels.  Proceeds fund the Pretzel Scholarship for one Lab student to participate in the school’s three week exchange in Stuttgart, Baden-Württemberg (reminds me of my high school exchange program).


This photo is of the morning welcome sign on my son's Kindergarten class door at Lab: "Hip Hop Hooray We Will Learn About Diwali Today!"  How awesome is that?!  Each student in the class received their own Diwali candle which we have at home (in fact we have two as my daughter was in this same Kindergarten class and also learned about and celebrated Diwali!).

What is really great is that the academic year is not over yet so I’m excited to see what the next internationally focused homework/project will focus on!

The "Global Brandeis Symposia" Series

Over the past few years I have been following the work of the Office of Global Affairs at Brandeis University and I'm quite impressed with what's happening out in Waltham, MA!  Following is a summary of the "Global Brandeis Symposia" series that has taken place over the past three years.


My colleague (and past co-presenter), Bryan McAllister-Grande, Associate Director, Office of Global Affairs at Brandeis University, refers to the Global Brandeis Symposia as a form of "internationalization brainstorming" and are designed to "bring recognized scholars in different disciplines to campus to interact with faculty, students, and staff over major questions of global higher education."  Following are links to pages for each of the three symposium where you can read more specifics as well as watch videos of the Keynote Addresses and interviews:

Symposium One

“The Global: Implications for Research & the Curriculum” held in April 2008 with the Keynote Address by Arjun Appadurai entitled “The Globalization of the American University”

Symposium Two

“The Global New Knowledge Spaces and Places” held in November 2009 with the Keynote Address by Kris Olds entitled “Cross-Border Higher Education, Authoritarianism, and the Global Governance of Academic Freedom”

Symposium Three

“The Global: Developing and Intercultural Mindset” held in March 2010 with Darla Deardorff leading a variety of workshops for faculty and staff as well as meeting with students.

You can access the Global Brandeis Symposia website here.  In an effort to summarize these three events, the Office of Global Affairs has published a new report entitled Global Brandeis Symposia 2008-2010 which you can access here.

Being Global 2011: Strategies and Models for Internationalizing Canadian Higher Education

Being Global 2011: Strategies and Models for Internationalizing Canadian Higher Education

Last week, I came across an announcement of a new conference focussing on internationalization in higher education on the Academica list serv last week. The conference will be hosted by the Higher Education Strategy Associates group in Toronto, Canada on January, 13-14 2011 Though you may need to consult their website for more details, proposals are currently sought on the following themes

1)  The Science of Attraction,

2)  World Bound,

3)  Internationalization Strategies: Networks, Policies, and the Bottom Line,

4)  Creating the Global Student.

On their website they sum up the purpose and the importance of the conference as follows:

But Internationalization is about more than just bringing international students to Canadian        campuses. It’s about making “globalizing” our own students, either through study abroad or    through a more internationalized curriculum. It’s about ensuring our campuses are well-  networked with leading institutions around the world. And it’s about finding ways to make Canadian education available around the world, even to students who can’t come here.

As this is a brand new conference the presentations and audience it may attract is difficult to ascertain. However, there is a very interesting line-up of keynote speakers including Dr Grant Harman (University of New England) and Dr Kris Olds (University of Wisconsin-Madison) and I am especially interested in hearing from Dr Donald Rubin, co-author of the GLOSSARI project. I hope that his address will spur greater interest in Canada for some of the multi-institution and longitudinal research like the GLOSARI project, the Georgetown Consortium Study and the Study Abroad for Global Engagement.

However it is very exciting to see a second conference (following the Canadian Bureau of International Education conference) focusing on these issues in Canada. Especially as CBIE this year may make it more challenging for those of us in the eastern and maritime provinces to attend. This conference may also serve as a good warm up for NAFSA which will be held in Vancouver, BC in the 2011. See you there!

NAFSA TLS Award for Innovative Research and Scholarship in Internationalization

In case you didn’t catch word of this new and exciting award coming out of NAFSA’s Teaching, Learning, and Scholarship (TLS) Knowledge Community in the various discussion forums and listservs that my colleague Bryan McAllister-Grande, Research/Scholarship Network Leader of TLS, posted to I have reposted here with Bryan’s permission:

NAFSA’s Teaching, Learning, and Scholarship (TLS) Knowledge Community is very excited to announce the creation of a new award honoring research excellence.

The *Award for Innovative Research and Scholarship in Internationalization* will be given for the first time by TLS at the 2010 Annual Conference in Kansas City. The inaugural award winner will be Prof. Josef A. Mestenhauser, distinguished international professor emeritus at the University of Minnesota and former NAFSA President (1987-88).

Prof. Mestenhauser will be giving a short talk on the "state of research innovation” in international education. The talk and award presentation will take place during the TLS Knowledge Community Update, Tuesday, June 1, from 1:15 – 2:15 p.m. in the Kansas City Convention Center. All conference participants are welcome to attend. A flyer for the event can be accessed at http://issuu.com/globalaffairs/docs/tlsawardflyer

*About Prof. Mestenhauser*

Prof. Mestenhauser is the author of over 120 publications on international education spanning over six decades, including recent work on the relationship between internationalization, the academic disciplines, and critical thinking. At the University of Minnesota, he served in numerous positions, including as professor and mentor of graduate students in the Department of Educational Policy and Administration, College of Human Development. He has been honored with many previous awards including NAFSA’s Marita Houlihan Award for Distinguished Contributions to the Field of International Education. In 2009, Prof. Mestenhauser delivered several new lectures, including the inaugural “Josef A. Mestenhauser Lecture on Internationalizing Higher Education” at the University of Minnesota http://www.international.umn.edu/news/events/mestenhauser.php

*About the new award*

The Award for Innovative Research & Scholarship in Internationalization is the first award given by the TLS Knowledge Community (http://www.nafsa.org/knowledge_community_network.sec/teaching_learning_and/), the creation of which Prof. Mestenhauser was a driving force within NAFSA. TLS helps NAFSA members gain the knowledge, research, and skills they need to infuse international, intercultural, and global knowledge into the ethos and outcomes of their own work, and more broadly, the work of their organizations.

The new award will honor those who have made contributions on research and scholarship questions that could apply across the content areas of several Knowledge Communities. The primary criteria points will be individuals (or research teams) who have done path-breaking, innovative work that asked the hard questions or have “broken the frame;” and/or individuals (or research teams) who have investigated how international education transforms the core teaching and learning activities of higher education.

The African Network for Internationalization of Education (ANIE)

During my recent research efforts I came across the website of The African Network for Internationalization of Education (ANIE). ANIE is a relatively new independent, non-profit and non-governmental network/organization created to improve the international dimension of African higher education. According to ANIE’s website, the main objectives of the network are as follows:

* To contribute to the development and understanding of internationalization of higher education in Africa through high impact research projects and publications

* To inform policy decisions related to the international dimension of higher education in Africa with high quality research evidence

* To build/strengthen and sustain Africa’s research capacity on internationalization of higher education

To achieve these objectives, the network brings together African scholars to take the lead in developing priority research programs and enhancing use of research findings for policy formulation and policy development in the African higher education sector.

You can link to the ANIE website here. Additionally, ANIE will be holding their first annual conference on September 3-4, 2009 with “Trends, Challenges and Realities of Internationalization of Higher Education in Africa” as the theme. You can learn more about the ANIE conference here.

Call for Interest: Research & Scholarship Sub-Committee Members

The following call for interest for sub-committee members of the Research & Scholarship network (Teaching, Learning, and Scholarship knowledge community of NAFSA: Association of International Educators) is being posted on IHEC Blog with the permission of Bryan McAllister-Grande who is the Network leader of the Research & Scholarship network as well as the Assistant Director of the Office of Global Affairs at Brandeis University. IHEC Blog readers may want to visit and subscribe to the Research & Scholarship network (as well as many of the other NAFSA networks ~ especially the Intercultural Communication & Training and Internationalizing the Curriculum & Campus networks) as I think you find the content and posts/discussions to be stimulating and of interest. You can access the various NAFSA knowledge communities and networks here and learn how to join the networks here. NAFSA membership is not required to acces or to join the networks.

Bryan’s post follows:

“As the new network leader, I'm excited to be working more closely with you over the next couple of years. The TLS team has recently held a series of meetings to determine some renewed goals for the KC/networks. In the process, the R&S Network is looking to add volunteer leaders to its sub-committee. Please see below for full details on how to express interest in being a member of the sub-committee.


The network will continue to be a locus for all things related to international education research, including discussion of "doing" research among graduate students, scholars, and practitioners. In addition, we will have a particular emphasis on comprehensive internationalization, to align with higher education trends and NAFSA's strategic plan. Below is the revised mission statement:


*Revised R&S Network Mission Statement*

As international education moves from the periphery to the center of higher education, there is an increasing need for scholarship and evaluation. The Research & Scholarship Network is a group of cross-NAFSA members working globally on research in internationalization and relatedcomponents of international education. Our work includes:

- Disseminating and promoting research and practice resources on internationalization and its various components, including at annual and regional conferences

- Engaging in discussions with leading scholars and practitioners on major topics in international higher education

- Serving as a locus for different groups to join together: scholars of international education, faculty in all disciplines, graduate students, campus leaders, and all NAFSA members in various Knowledge Communities

- Linking U.S.-based research to that of global NAFSA and non-NAFSA members


*Call for volunteer leaders: R&S Sub-committee*

Volunteer terms range in length from 1-2 years, and tasks include:

- making suggestions for reviewing existing and new practice resources, documents, events, discussions, and announcements on the R&S network.

- providing assistance in drafting text of new and revised resources, including intros and descriptions.

- recruiting R&S network members to participate in online discussions.

- promoting the network at NAFSA events and other relevant professional meetings and encourage participation.

- making suggestions for "pushing out" existing and new research to the broader field in creative ways, including through short documents publications, and online discussions.

- Working together on a brief report that will work towards broad recommendations on NAFSA's agenda for research on comprehensive internationalization, including identifying gaps/trends, needs, and member interests. In addition, creating initial tools/resources for research on comprehensive internationalization.


If you are interested in being considered for one of the Subcommittee positions, please email me as well as submit information about your background and skills to NAFSA’s “Expertise Profile”.


We are especially encouraging those outside the U.S. to apply, and to foster a truly cross-KC approach to research and scholarship. We're also interested in those who are connected to "fields" outside traditional international education degrees. Much of the work can be done virtually and by phone, although some meetings at NAFSA conferences are involved.


Sincerely,

Bryan McAllister-Grande
Network leader, Research & Scholarship (Teaching, Learning, and Scholarship, NAFSA)
Assistant Director, Office of Global Affairs at Brandeis University

Unintended Consequences of Internationalization

Today we have our fourth guest blogger here at the IHEC Blog. My colleague Erika Mercer from The University of Chicago comments on a recent article by Jane Knight about the unintended consequences of internationalization. Erika’s post follows:

A recent article by Jane Knight in the Boston College Center for International Higher Education’s quarterly journal International Higher Education examined the unintended consequences of internationalization. One such unintended and often rather problematic consequence she notes is the “rankings race” – institutions competing for prestige through international and regional rankings.

The increased focus on numbers and rankings as a means of determining value in higher and international education is alarming, certainly, as it can take our eyes off of the higher aims and potential of international education. This trend, however, could unfold in interesting ways given the current economic recession. With numbers in international education (enrollments, budgets, etc.) falling as they are in many cases, I wonder whether we might be forced to look away from them as indicators of success and instead look to more abstract (though harder to measure) goals. The silver lining of the current recession may be a window in which we can advocate for meeting the less tangible goals of international education and focus on quality rather than quantity. Idealistic, certainly! But as many of us find ourselves working within smaller budgets (and perhaps with smaller cohorts of students), it may be useful to consider free or inexpensive ways to tailor our programming and educate students about larger, important concepts (for example, citizen diplomacy) -- those hard-to-measure-but-good aspects of internationalization.

In considering Dr. Knight’s article, another unintended consequence of internationalization that comes to mind is the increased need for (obsession with?) accountability. As we’ve seen, the cry for accountability has already echoed through many other facets of higher education. As exchange programs, joint degree programs, etc. grow, we'll feel ever more the need to be transparent and prove legitimacy. This, of course, brings us back to numbers…


Previous IHEC Blog posts focusing on rankings can be found here:
http://ihec-djc.blogspot.com/2008/10/qs-world-rankings.html
http://ihec-djc.blogspot.com/2008/08/2008-academic-ranking-of-world.html
http://ihec-djc.blogspot.com/2008/08/forbescom-enters-college-ranking.html
http://ihec-djc.blogspot.com/2008/12/100-free-college-rankings.html

Unintended Consequences of Internationalization of Higher Education

Jane Knight, a leader in the field on the Internationalization of Higher Education joins the “Collegial Conversations” this week on the NAFSA IELD (International Education Leadership Development) network on the International Education Leadership Network as a special collaboration between the ICC and IELD NAFSA networks. Her topic will be: Unintended Consequences of Internationalization of Higher Education. Please join in the conversation (which will take place either today or tomorrow). If you are not already a member of the NAFSA IELD network then please join so you may be alerted when the conversation occurs. The URL is: http://tinyurl.com/74vn4j