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This is to certify that the
dissertation entitled
INTERNATIONALIZATION
OF CANADIAN UNIVERSITIES

presented by

N . JANE KNIGHT

has been accepted towards fulﬁllment
of the requirements for

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MSU Is An Afﬁrmative Action/Equal Opportunity Institution
Wynn!

 

INTERNATIONALIZATION OF CANADIAN UNIVERSITIES
BY

N. Jane Knight

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY

Department of Educational Administration

1994

 

 

ABSTRACT
INTERNATIONALIZATION OF CANADIAN UNIVERSITIES
BY

N. Jane Knight

This study was designed to describe the meaning, importance and
rationale attributed to internationalization and to identify the organizational
factors which affect the integration of an international dimension into the
teaching, research and service functions of a university.

In cooperation with the Association of Universities and Colleges of
Canada, a survey was sent to the presidents of 89 Canadian universities.
Senior administrators from 57 institutions completed the questionnaire.

The major ﬁndings and conclusions were as follows:

Meaning: While recognizing the complexity of the term, a focused deﬁnition
is needed to effectively advocate for and achieve internationalization. Of the
four approaches (activity. competency, process and organizational culture)
identiﬁed in the study, more emphasis is placed on the process approach
to ensure that an international dimension is integrated into both academic
activities and administrative procedures of the university.

Rationale: The two reasons perceived to be most important were 1) to
prepare graduates and scholars who internationally knowledgable and
interculturally competent and. 2) to address through scholarship the

increasingly interdependent nature of the world.

 

Priority: Interest in internationalization was demonstrated by the fact that
82% of the respondents ranked it as a medium to high priority in their
university: 72% made reference to it in their mission statements and 67%
addressed it in their strategic planning exercises.
Organizational Factors: The most critical factors were commitment and
support of senior leadership, faculty and staff: adequate funding plus
support from external agencies: and existence of an international ofﬁce with
experienced personnel. Of secondary importance were such factors as
policy statements, communication channels, annual reviews, public
relations and acknowledgement in promotion and tenure policy. It was
suggested that these factors were seen to be of secondary importance
because of the stage of development of internationalization at Canadian
universities, not because of the role they play. The most controversial
factor was the degree of centralization for the internationalization process.
Based on the ﬁndings and conclusions of the study, a model for an
Internationalization Cycle was developed. It identiﬁes the major academic
activities and services, the organizational factors and the guiding principles
which need to be considered in the six major phases of developing and
implementing an internationalization strategl in a

university.

Copyright by

Nancy Jane Knight

I 994

I dedicate this work to:

my family with love,
my colleagues with appreciation, and

future scholars with encouragement.

ACKNOWLEDGENIEN TS

My Ph.D and dissertation journey has impacted on the lives of many
people. I am grateful for the support and the opportunity to have shared
the journey with my family, friends and colleagues.

Heartfelt appreciation goes to Dr. Howard Hickey, without whom I
simply would not have started or ﬁnished the journey. His wisdom guided
and inspired me. He helped me believe I could do it.

I have beneﬁtted from the valuable insights and critical thinking of
my committee members, Dr. Lou Hekhuis, Dr. Arden Moon, Dr. Jim
Snoddy and my adopted mentor Dr. Max Raines. They have clearly enriched
the journey and made it more challenging and satisfying.

Developing a friendship with Jo and Dave Colby has been one of the
joys of studying at MSU and a huge bouquet of thanks is due to Jo for her
guidance and support.

The assistance and encouragement from colleagues at Ryerson
Polytechnic University has made the journey more meaningful and certainly
enjoyable. Thank you to Lynne Berard, Gina Coleman, Olive King, Mary
Jane Curtis, Judy Whaalen, Victoria Freeman, Jennifer Sherwood and

Lynne Miller for all their advice, expertise, smiles and patience.

Vi

It has been a pleasure to work with colleagues at the Association of
Universities and Colleges of Canada on this study and I look forward to
further collaboration with them on this research.

All travellers need the sanctity of home to share discoveries,
frustrations and joys. My family has given me the roots and wings to
undertake the journey and have faithquy supported me with love and
encouragement throughout the entire process.

Most important of all were my fellow Ph.D travellers Kathy Mezei and
John Wilson. We became the S.O.M. Group (State of Mind Unlimited) and
together experienced all the milestones, joys, disappointments, dreams and
successes of the voyage. The highlight of the journey has been to develop
and share the spirit of inquiry and a deep friendship with them.

One of the most signiﬁcant lessons learned from this process is the
importance of peer learning and support. Appreciation and admiration are
due to my fellow students particpating in the Humber College program and
of course the S.O.M. group. This phase of the journey has ended but the
friendships will continue, the joy of learning will grow and plans for the

next research project are underway.

TABLE OF CONTENTS

LIST OF TABLES .......................................

LIST OF FIGURES . , ...................................
LIST OF ABBREVIATIONS ...............................

CHAPTER I

INTRODUCTION ......................................
Background to the Problem ..........................
Problem Statement ................................
Purpose Of The Study .............................
Research Questions ...............................
Signiﬁcance Of The Study ...........................
Deﬁnition Of Terms ................................
Assumptions ...................................
Related Literature .................................
Limitations and Delimitations ........................
Organization of the Study ...........................

CHAPTER II
SELECTED REVIEW OF RELATED LITERATURE .............

PART ONE: Status and Importance of Internationalization . . .
PART TWO: Meaning and Rationale of Internationalization . .
PART THREE: Organizational Considerations and Structures .
Summary .......................................

CHAPTER III

DESIGN AND METHODOLOGY ...........................
Design of Study ...................................
Collaboration with the AUCC .........................
Population ......................................
Target Sample ................. ' ...................
Survey Design . ...................................
Pretest of Survey ..................................

viii

xi

xiii

XV

19

19
28
38
46

48
49
50
50
51
52

Validity and Reliability ............................. 52

Limitations and Delimitations ........................ 53
Information Collection Procedures ..................... 54
Respondents ..................................... 55
Information Analysis ............................... 55
Summary . . . ................................... 57
CHAPTER IV
RESEARCH FINDINGS AND ANALYSIS ..................... 59
PART ONE: Meaning of Internationalization .............. 59
Activity Approach ............................. 60'
Process Approach ............................. 6O
Competency Approach ......................... 61
Organizational Culture Approach ................. 61
Important Elements ......................... 62
Discussion .................................. 64
PART TWO: Rationale for Internationalization ............ 65
Discussion .................................. ’ 67
PART THREE: Priority Given to Internationalization ....... .. 69
Level of Interest .............................. 69
Perceived Change in Interest Level ................ 71
Evidence of Increased Interest ................... 74
Institutionalization of Interest .................... 76
Discussion .................................. 80
PART FOUR: Major Actors .......................... 82
PART FIVE: Organizational Factors .................... 85
Discussion .................................. 92
PART SIX: Summary of Findings ...................... 96
CHAPTER V _
SUMMARY OF FINDINGS, CONCLUSION S, IMPLICATIONS AND
REFLECTIONS ................... ' ...... . ............. 99
PART ONE: Summary of Major Findings ................ 99
PART TWO: Conclusions ............................ 105
Meaning ................................... 105
Rationale ................................. 106
Importance ................................. 107
Organizational Factors ......................... 108
PART THREE: Implications for Research ............... 110
PART FOUR: Reﬂections on Implication for Practice ........ 113
Conceptualization of the Study ................... 113

A Framework for Internationalization Components . . . . 116

ix

The Internationalization Cycle ................... 121

Last Words ................................. 132
APPENDICES
APPENDIX A: Survey Instrument .................... 133
APPENDIX B: Letter of Introduction and Agreement ...... 158
APPENDIX C: List of Respondents’ Universities .......... 162
APPENDIX D: Tables D] to D. 14 - Presentation of Data . . . 163
BIBLIOGRAPHY ...................................... 184
GENERAL REFERENCES ............................... 189

 

Table

4.1

4.2

4.3

4.4

4.5

4.6

4.7

5.1

5.2

5.3

D.1

D.2

D.3

D.4

D.5

D.7

LIST OF TABLES

Important Elements of Internationalization

Reasons for Internationalization

Perceived Change in Interest Level

Institutionalization of Internationalization

Major Actors Who Are Promoting Internationalization

Major Actors Who Should Be Promoting Internationalization
Ranking of Organizational Factors ‘
Inﬂuence of Organizational Factors on lntemationalization
Comparison of Internationalization Principles and Elements
Framework for Internationalization Components
Presentation of Data for Question 1

Presentation of Data for Question 2

Presentation of Data for Question 3

Presentation of Data for Question 4

Presentation of Data for Question 5

Presentation of Data for Question 7

xi

Page

63
67
72
77
83
84
86

109
1 l8
\ 120
163
164
164
164
165

165

 

D.8 Presentation of Data for Question 8

D.9 Presentation of Data for Question 9

D. 10A Presentation of Data for Question 10

D. 10B Presentation of Comments for Question 10
D. 11 Presentation of Data for Question 1 l

D. 12 Presentation of Data for Question 12

D. 13 Presentation of Comments for Question 13

D. 14 Presentation of Data for Question 14

165

166

167

168

175

176

177

183

LIST OF FIGURES

Figure

4.1 Level of Interest

4.2 Change in Interest Level

4.3 Evidence of Increased Interest

5.1 The Internationalization Cycle

Page
70
73
74

122

AUCC

BCCIE

CBIE

CCIE

EAIE

LIST OF ABBREVIATIONS

Association of Universities and Colleges of Canada
British Columbia Centre for International Education
Canadian Bureau for International Education
College Committee on International Education

European Association for International Education

xiv

CHAPTER I
INTRODUCTION
Background to the Problem

Internationalization is becoming an increasingly important issue in
the ﬁeld of higher education around the world. "Global education can no
longer be viewed as a secondary consideration: we must recognize that it
is central to developing graduates who can cope creatively with the modern,
independent world." (Wood, 1991) Higher education, among other
important purposes, helps to prepare individuals and the nation for the
future, and the future now holds more global and fewer strictly national
dimensions. Higher education is also a central component of knowledge
systems, and knowledge systems are now international. (Burn, 1980)

While one can acknowledge that there is increased recognition and
interest in internationalization, one can not state that there is unanimity
about why it is important. The imperatives for the internationalization of
higher education are many and diverse.

Economic competitiveness, environmental and political
interdependence, national security and peaceful relations among nations
are three primary reasons often cited for why more emphasis needs to be
given to the international dimension of the higher education system. The
increasing ethnic and religious diversity of our schools and cities lends

further support to the need for increased internationalization. The fact that

2

many citizens work for international or foreign owned businesses and that
university graduates will likely be supervised by or will supervise persons
of different racial and ethnic groups provides additional reasons for
examining how higher education can adequately prepare its graduates to
live and contribute as citizens and professionals in an increasingly
interdependent andintercultural world. (Scott, 1992)

Canada is no exception to this increased interest and concern about
internationalization. The Canadian Bureau for International Education
(CBIE) maintains that given the world’s increasing multi-polarity ~ and
interdependence, internationalism is now key to any country’s scientiﬁc,
technological and economic competitiveness. "Canada’s universities must
become bastions of internationalism if Canada is to improve or even
maintain its position in a variety of sectors through the 19905.
Internationalization will be the measure of quality of universities in the
1990s." (Fox, 1991,p.11)

According to a 1991 survey of the 89 member institutions of the
Association of Universities and Colleges of Canada (AUCC), 63% of the
institutions now have references to an international role in their mission
statement and are undertaking steps towards the internationalization of the
university community. (AUCC, 1992)

The Americans have a longer and richer history of experience and

support for internationalizing their system of higher education than

3

Canadians. In the early sixties national associations, the federal
government and philanthropic foundations invested a substantial amount
of time and resources into the promotion of international education.
Unfortunately, during the seventies support for these internationalization
efforts was not maintained on a steady basis.

This wavering degree of external interest and internal support was
one of the catalysts for American researchers to address the question of
organizational policies and practices needed to extend and in many cases.
sustain and reinforce the beneﬁts of international activities. This was a
sharp departure from the majority of research studies which had
consistently focused on program or curricular issues.

In the late seventies, Ralph Smuckler, then Dean of International
Studies and Program at Michigan State University lamented the fact that,
in general, international studies and activities. on American university
campuses were organized rather weakly from the standpoint of asserting
any institutional leverage. "At only a few institutions does one ﬁnd what
might be considered political strength incorporated in the international
program structure." (Burn, 1980,p.144)

Similarly, the president of Harvard University observed that when
international activities and programs are centrally coordinated they
reinforce each other and become more central to the institution in terms of

both structure and priority. He urged that the separate and often isolated

 

4

international activities should relate to one another in a way that will make
a whole which is greater than the sum of its parts. (Burn, 1980)

Recent studies which have focused on policy and practice indicate
that some of the barriers to internationalization are lack of tangible and
attitudinal commitment from senior administrators: little or no recognition
for international work in hiring, promotion or tenure criteria: and no central
focus point in the university to introduce, support and service
internationalization initiatives. (Audas, 1990)

Factors which facilitate internationalization include the establishment
of written policy and the consideration of an international dimension in
annual planning and reviews, strategic planning and in the university
mission statement. (Scott. 1992)

In short, internationalization depends on strong leadership from the
top, clear direction in policy and mission statements, appropriate
structures for the coordination of activities and incentives and rewards for
faculty and students. (Harari and Reiff, 1993) I

The growing interest in internationalization cannot be denied, but
according to a 1993 study undertaken by the British Columbia Centre for
International Education (BCCIE) most international activities still operate
independently and discretely rather than in association with a campus wide
infusion effort. "Lack of communication, coordination and connection

between activities, both on individual campuses and between institutions.

5

is an often voiced problem that causes internationalization infusion to
remain a daunting challenge." (Francis, l993,p.49)

Thus, the fragmentation and marginalization of international
activities prevents them from reinforcing each other and from having any
leverage in the institution. A more systematic and coordinated approach

to ensure cooperation and maximum impact has been called for.

Problem Statement

In the United States, the trend and recent push to go international
is welcomed by many of the international educators who have been making
their case on campuses for years. However, there is a healthy dose of
scepticism which asks if the current presidential speeches, strategic plans
and new program initiatives will lead to a signiﬁcant shift in the orientation
of colleges and universities towards a more global perspective; or, "is
internationalization just the latest fad in American higher education that

will fade way once something else comes along?" (Carroll, 1993,p.15)

In Canada, thesame question also needs to be asked. While the
recent AUCC survey showed that many mission statements are reﬂecting
the international role of universities, the interest must now turn to how the
policy is being operationalized and the commitment sustained. In short,

how internationalization is being institutionalized (incorporated on a

6

sustained basis) into university systems. There is concern that the present
interest in internationalization is a current but a passing priority.

A review of the literature showed very little research done on this
issue in Canada. The survey study conducted by the British Columbia
Centre for International Education in 1993 is the sole exception. In the
United States, substantially more research on the topic of
internationalization has been done and more recently, there has been
increased interest in studying policy and organizational issues. The
literature and the experiences from the universities and colleges in the

United States indicate that it is important to examine the following issues;

° What do institutions of higher education mean by
internationalization and why do they consider it to be

important?

- Given that many of the different international activities are
carried out in isolation of one another, is there a way that they
can reinforce one another to have a greater impact and

contribution to the university?

7
- What are the elements which either strengthen or impede the

incorporation of an international dimension into the

university?

- What organizational considerations are necessary to maintain
and sustain the impact and beneﬁts of internationalization

efforts?

These questions, coupled with the current interest and status of
internationalization in Canadian universities lead to the following problem
statement. The problem central to this study was how to institutionalize an
international dimension into the university academic and administrative
systems.

Given the diversity and rationale attributed to internationalization
and the concern about fragmentation and marginalization of international
education activities, institutionalization is an important and daunting

challenge. The purpose of this study has evolved from these concerns.

 

Purpose Of The Study

The purpose of this study was to identify and describe:

The meaning, rationale and importance attributed to
internationalization by Canadian institutions of higher
education;

The organizational factors which affect the process of
integrating the international dimension into the mainstream of
the university’s major functions of teaching, research and

service.

Research Questions

The main research questions which this study addressed were:

1.

What does internationalization of the university mean to

Canadian institutions of higher education?

Is internationalization perceived to have a low, medium or

high priority as an institutional goal?

What is the perceived rationale for internationalization of the

university?

9

4. Who are the major actors perceived as being important for
integrating the international dimension into the primary

functions of a university?

5. What are the important organizational factors which are
perceived to affect the internationalization of a university

community?

Significance Of The Study

Findings related to organizational policies, practices and struCtures
which enhance the internationalization of higher education, will be useful
to university administrators who are responsible for the integration of the
international dimension into the primary functions of the university. It is
anticipated that the study will provide further information on how the
various international dimensions can support each other to have a greater
cumulative impact for the university.

International program managers may ﬁnd it valuable to know what
priority and commitment senior administrators attribute to
internationalization and which factors appear to affect the process of

integrating their programs into the primary functions of the university.

10
Educational organizations and government departments may ﬁnd

the results of this study useful to the development of policy related to
international cooperation and activities of higher education institutions.
Finally, for researchers in the ﬁeld of internationalization of higher
education, it is anticipated that the study will provide information and
insights on why internationalization is seen to be an important part of a
university mission, who has important leadership roles and which
organizational factors and structures are critical to institutionalizing the

international dimension.

Definition Of Terms

The growing interest and debate regarding internationalization during
the past ﬁve years have introduced new insights and increased the number
of terms being used in the discussion of the international issues of higher
education. While this has created new layers of meaning it has also made
it more difﬁcult to ﬁnd clarity and consensus on the use and deﬁnitions of
these terms.

For the purposes of this study the following operational deﬁnitions

have been adopted:

11

International Education: the multiple activities. programs and services
that fall within international studies, international educational exchange

and technical cooperation (Arum and Van (16 Water, 1992, p.202)

Multicultural education: education which develops in students both an
awareness and the fundamental skills needed for living in a world of many

different cultures. (Wurzel, 1988,p.1)

Crosscultural Education: education which involves a mix of cultures as
when a student brought up in one culture receives education at an

institution which has the values of another culture. (Page et al, 1978,p.92)

Intercultural Education: education designed to overcome prejudice and
discrimination and to lead to an increased mutual understanding among

peoples and cultural groups. (Page et a1, 1978.p. 181)

Internationalization: the process. of integrating an international
dimension into the teaching, research and programs functions of a

university. (Knight, 1993,p.6)

International dimension: the entire scope and magnitude of international

studies. international programs and international relationships that

12

comprise the institution effort toward international education.

(Posvar,1980,p.49)

International Elements: an international element is a general term used

to describe an activity or service which is part of or enhances

internationalization. For the purposes of this study the following categories

of elements are seen to form part of or contribute to the international

dimension of a university. The ﬁrst nine categories have been adapted from

Afonso‘s ( 1990) research on international dimension indicators and the last

two have been added as a result of Scott’s (1992) research on intercultural

education:

1.

Foreign Language Study
This category refers to activities related to foreign language

instruction at the institution.

International Aspects of the Curriculum

This category refers to formal aspects of the curriculum, other than
foreign languages, that are primarily international in nature. This
includes graduate and undergraduate courses and majors in various
international ﬁelds as well as those courses which have a substantial
amount of international or intercultural material integrated into the
curriculum.

Canadian Students Research / Studv/ Work Abroad

This category refers to research, study and work experiences by
Canadian students afﬁliated with Canadian Institutions. Many
different types of international experiences are included in this
category: international cooperative education placements,
internships, study tours, ﬁeld or research work. academic courses.
The collective term used for this category is student mobility
programs.

10.

11.

13

International Students

This category refers to study in Canadian institutions by visiting
foreign nationals. This does not include landed immigrants or those
seeking refugee status. The intention to return home on completion
of studies is inherent in the deﬁnition of the term international

student.

Faculty/ Staff Exchange or Mobility Programs

This category refers to work, study or research in foreign countries
by Canadian faculty and staff members and scholarly activity by
foreign Faculty or staff on Canadian campuses.

International Development Assistance Programs
This category refers to the wide range of activities involving technical
assistance to developing countries.

Institutional Linkages .
This category refers to formal linkages or partnerships between a

Canadian university or consortium of universities with a foreign
institution or group of institutions for purposes of mutually beneﬁcial
academic endeavours.

Joint Research Projects with International Partner
This category refers to research initiatives undertaken jointly with a

foreign partner/ partners such as research centres, academic
institutions, governments, private sector groups, public sector
agencies, etc.

Area Studies '

This category refers to international or area studies (1.6., Caribbean
studies) and research excluding that carried out through any of the
above categories.

Intercultural Training
This category refers to intercultural training carried out for staff.

students and faculty to enhance their awareness, understanding and
competencies of living, studying and working with individuals from
other cultures.

Extracurricular Activities and Institutional Services

This category refers to the various clubs, events, associations that
relate to international issues and activities for both foreign and
Canadian students. Different institutional services and facilities
such as international student advisors, specialized library collections,

 

14

residences, international centres and others are included in this

category of non-academic and academic services.

In the past few years the term globalization has appeared in the
higher education literature. While it is most often used interchangeably
with the term internationalization there are some researchers who attempt
to make clear distinctions between these terms. For the purposes of this
study globalization of higher education was interpreted and used to mean

internationalization.

Assumptions

The research was based on the following assumptions. First, that the
issue of internationalization of Canadian universities is perceived to be of
interest and concern to senior academic administrators. Second, that an
analysis of the meaning, rationale, priority, and organizational factors
would be useful in furthering the promotion and institutionalization of an
international dimension into Canadian universities. I

The study was based on the premise that senior administrators are
an important group from whom to gather information and are knowledgable
enough about the issue of internationalization to respond to the
questionnaire. Finally, it is assumed that the using a survey is a suitable
way to gather the information from the identiﬁed sample of senior

academic administrators.

15

Related Literature

The review of literature relevant to this study was divided into three
major parts. Part One consists of a review of national reports which address
or have a bearing on the status of internationalization of higher education
in Canada. Part Two provides a review of the major articles and
publications which discuss the meaning of and rationale for
internationalizing higher education institutions. The third section
summarizes literature dealing with the organizational considerations and
structures related to the process of integrating an international dimension

into a university community.

Methodology

Population and Sample: The 89 higher education institutions which are
members of the Association of Universities and Canadian Colleges (AUCC)
constituted the population for this study. The targeted sample consisted of
the presidents of these 89 institutions. The actual sample consisted of
presidents, vice-presidents, international liaison ofﬁcers. An international
liaison ofﬁcer is the person designated to be the ofﬁcial liaison person
between the university and the international division of the AUCC. In most
cases, the international liaison ofﬁcer is the person responsible for

international matters within the university.

16
Design of Survey: The primary method for collecting data from the

administrators included in the sample was a questionnaire survey. A panel
of experts reviewed the survey to assess the understandability of
instructions and the clarity and completeness of questions. The survey
included three basic types of questions. These were yes /no questions,
ranking questions .as well as open-ended questions. Respondents were
given the opportunity to add comments where yes/ no and ranking

questions were used.

Descriptive statistics. primarily percentages and rankings were used
to analyze responses to the survey questions. Responses to open-ended
questions were grouped under related headings and presented in terms of

frequency of responses or percentage of respondents under each heading.

Limitations and Delimitations
The following limitations are important in this study. The study-was
designed to be descriptive in nature and therefore did not intend to assess
or analyze the quality of any of the international programs or activities.
The current recession and climate of economic constraint for
universities in Canada may have inﬂuenced some of the responses and

were taken into consideration when the data was interpreted.

l 7
Even though a working deﬁnition of internationalization was provided

in the covering letter, the respondent’s personal interpretation of the term
internationalization would have affected the ﬁndings of this study.

The individual who completed the survey was asked to give his or her
name and the name of the institution. The ﬁndings may have therefore be
inﬂuenced by the respondent wishing to present a favourable picture of
internationalization efforts at his or her university to the AUCC.

The collection of information was dependent on the willingness of the
president to either complete the questionnaire or to designate another
senior administrator to do so. As the questionnaire was designed to be self-
administered its validity was limited by the clarity of questions and the
honesty of the respondents. The biases of the principal investigator may
have inﬂuenced the construction of the questionnaire and the
interpretation of the ﬁndings.

A The ﬁndings of this study can only be generalized to institutions of
higher education which aredegree granting.

The following dellmitatlons are important in this study. The study is
limited to all higher education degree granting institutions in Canada who
are members of the AUCC. This excludes the community college system in
Canada. Only senior administrators of universities and degree granting
institutions were polled. Other constituency groups such as students,

staff, faculty members were not included.

18
Organization of the Study

Chapter I includes an introduction to the topic: a statement of the
problem, purpose and signiﬁcance of the study: a list of the research
questions: deﬁnitions of key terms: identiﬁcation of assumptions; a review
of the methodology: and an outline of the limitations and delimitations.

In Chapter II, the literature related to the study is explored and
analyzed. The chapter is divided into three sections: 1) national reports on
the status and importance of internationalization; 2) studies addressing the
meaning and rationale for internationalizing higher education; and 3)
research on the organizational factors affecting internationalization.

Chapter III presents the design and methodology of the study. A
description of the population and sample, survey design, information
gathering procedures and data analysis is included.

Chapter IV contains a presentation and analysis of the ﬁndings of the
study. 1

Chapter V summarizes and discusses the ﬁndings of the study,
presents the conclusions, examines the implications for research, and
presents reﬂections of the principal investigator on implications for

practice.

CHAPTER II

SELECTED REVIEW OF RELATED LITERATURE

The review of literature relevant to this study is divided into three
major parts. Part One consists of a review of national reports which
address the importance and status of internationalization of higher
education in Canada. Part Two provides a review of the major articles and
publications which discuss the meaning of and rationale for
internationalizing higher education institutions. The third section
summarizes the literature dealing with the organizational considerations
and structures related to the process of integrating an international

dimension into a university community.

PART ONE:

Status and Importance of Internationalization

This section includes reports and studies which focus on the status
of internationalizing institutions of higher education in Canada. The

literature in this section is included for two principal reasons. First. it

19

20

emphasizes internationalization as a priority issue for higher education
institutions in the 19903. Second it draws attention to why government,
educational organizations and universities are addressing the issue of
preparing students who are internationally lmowledgable and
interculturally competent.

Two national organizations, the AUCC and the CBIE, have identiﬁed
internationalization as an issue of critical importance. Each association has
recognized the necessity for Canadian universities to integrate an
international dimension into the curriculum and research activities in order
to produce graduates who are knowledgable and skilled to work and live in
an increasingly interdependent world and to help maintain Canada’s

economic, scientiﬁc and technological competitiveness.

Association of Universities and Colleges of Canada: In 1989 the Presidents

of Canadian universities, through the AUCC, stated that:
internationalization of the undergraduate curriculum is
essential for the effective survival of Canada. This is a high
priority for Canadian universities and it must be a high priority
for the Government of Canada and the provinces. To
accomplish this goal will require institutional change in
universities and the government. (AUCC, 1989,p.3)
The changes identiﬁed for universities included: 1) a review of
curriculum to ensure more courses and emphasis on international aspects:

2) an increase in the number of international students from both

industrialized and developing countries: 3) an expansion of the number

21
and types of opportunities for Canadian students to experience other

cultures through courses and study abroad programs; and 4) a better use
of faculty, students and members of the external community with diverse
ethnic backgrounds or who have international experience. The leadership
role of the President was emphasized given the conservative nature and the
difﬁcult ﬁnancial times facing universities.

The AUCC acknowledged the importance of internationalizing higher
education in its submission "Canada’s Universities and the New Global
Reality" to the Minister of Finance in December 1990. It was noted that
Canadian universities play an extremely important role in: l) facilitating
partnerships between Canadian researchers and their counterparts in other
countries; 2) facilitating Canadian access to knowledge and technology
developed abroad; 3) promoting international awareness of Canadian
strengths in research and technology - an awareness which can have
numerous economic beneﬁts for the country: 4) encouraging international
cooperation and understanding; and 5) providing Canada with a valuable
network of global contacts in both the public and private sectors. The
submission recommended that the federal government actively encourage
the internationalization of Canadian universities by recognizing the value
' of international exchanges, cooperation and development for Canada‘s
socio-economic and cultural future: and strengthening Canada’s

commitment to build partnerships with universities in industrialized and

22

developing countries, including universities in Central and Eastern Europe.

(AUCC 1990)

Canadian Bureau for International Education: In 1990, a Commission
of Inquiry on Canadian University Education was established under the
leadership of Dr. Stuart Smith. The CBIE presented a report "Education
without borders or bounds" which included a set of recommendations
directed to three sectors: the Universities, the Federal and Provincial
Governments and the Canadian Private Sector.

The recommendations targeted to the universities addressed the
following points: 1) inclusion of internationalization as an institutional goal
in all university mission statements; 2) establishment of a program review
process by universities to ensure programs are internationalized; 3)
establishment of policies on percentages of foreign students and the
composition of the foreign students population with diversity of national
origin a stated objective; 4) review of learning resources including library
acquisitions, to ensure international research is possible; 5) recruitment of
faculty with international experience and reward/ promotion of faculty for
international work; 6) review of programs for international students to
enable them to become more active crosscultural educators on campus; 7)
establishment of processes and means for more Canadian students to have

international education experiences; and 8) review of research capacities

23

and establishment of means for students to undertake research outside
Canada in fulﬁlment of degree requirements.

The series of recommendations aimed at the federal and provincial
governments focused on the following major points: 1) development of
scholarship programs for international students; 2) support for a national
coordinating ofﬁce on university exchange agreements between Canadian
universities and their counterparts; 3) funding of research and study by
faculty seeking to develop their international expertise; 4) improved services
by Canadian diplomatic posts on opportunities for study in Canada; 5)
improved process for authorizing international student applications for
study in Canada; and 6) adoption of internationalization as a fundamental
objective of Canadian education with federal government taking a
leadership role with the cooperation of the provinces.

The Canadian private sector was the target for another set of
recommendations. As a way to encourage educational mobility, one of the
creative ideas proposed for Canadian lending institutions was to forgive
portions of debt in exchange for a debtor country’s provision of in-country
support for Canadians involved in educational exchange programs in that
country. It was also suggested that Canadian companies share the beneﬁts
and ﬁnancial burden of increased education exchange of students, scholars
and faculty in ways which promote their short and long term trade

interests.

24

The position of the CBIE on internationalization is effectively
summarized by the president’s statement to the Commission of Inquiry
which emphasizes that:

given the world’s increasing multi-polarity and

interdependence. internationalism is now key to any country’s

scientiﬁc, technological and economic competitiveness.

Canada’s universities must become bastions of

internationalism if Canada is to improve or even maintain its

position in a variety of sectors through the 19908 .............

Internationalization will be the measure of quality of
universities in the 19903. (Fox, 1990,p.14)

Commission of Inguiﬂ on Canadian Universigg Education: When the
ﬁnal report of the Commission of Inquiry on Canadian University Education
was published in 1991 there were three recommendations which related to
the international dimension of university education. The inﬂuence of the
CBIE submission and the position of the AUCC is evident but not entirely
acknowledged in the following three points: 1) Internationalization should
form part of the mission statement of every university and should offer
increased opportunities for a year abroad and split programs, as well as
educational exchanges. Federal government agencies should help fund
these programs; 2) Canada’s universities should enter into collaborative
degree programs with appropriate foreign institutions. should emphasize
courses in international marketing and government, and should extend
Canada’s successful cooperative educational programs to include as many

foreign employers as can be accommodated; and 3) the Federal government

25
should take immediate steps to increase the speed with which student visas

are issued. (Smith Report. 1991)

Prpsperitv Initiative: In 1992. the Government of Canada established a
Prosperity Initiative guided by a group of twenty Canadians from a wide
range of backgrounds. The mandate was to consult extensively with
Canadians on how to ensure the prosperity of the country and to produce
a plan of action to secure Canada’s future economic and social well-being.

The proposed Action Plan included a chapter addressing the need to
create a stronger learning culture in Canada. A section dedicated to the
international focus in education and training was included in this chapter.
The Plan acknowledged the need to prepare Canadians to meet the
challenge of globalization and recommended that the following action be
taken: 1) increase the international focus in curricula, research and
scholarship; 2) expand interest in and access to training in foreign
languages, programs leading to internationally recognized credits or
diplomas. international exchanges of students. teachers and scholars and
cooperative research across international boundaries; 3) develop stronger
international linkages in the ﬁeld of education; 4) within a competence-
based approach, provide credits for individuals who have acquired skills
and knowledge outside Canada; and 5) market education opportunities

more extensively to other countries.

26
Wingspread Conference: An emerging issue of importance for the

Canadian Higher education sector is trilateral collaboration with the United
States and Mexico. In September 1992. leaders in higher education.
business and private foundations from Canada. Mexico and the United
States met at the Wingspread Conference Centre and agreed to a number
of principles for developing North American dimensions in higher
education. Internationalization of higher education was identiﬁed as key
to the quality of education and research. the standard of living of the
citizens, and for a better understanding of the respective distinctive

cultures and identities.

The reports reviewed thus far have all had a national perspective on
education. In a country where education is a provincial responsibility. it is
equally important to examine reports and policy documents from provincial

groups or government departments.

College Committee on International Education: A report on
"International Education and the Ontario Colleges of Applied Arts and

Technologi" was submitted in 1989 to the Vision 2000 Steering Committee
by the College Committee on International Education. The committee was
established in 1988 and stated in their report that international education

can help Ontario in the following four ways: 1) the community in general.

27

and the colleges in particular. gain from the enrichment of education and
research. the contribution to culture and scientiﬁc development. the
advantage to diplomacy and trade. the sale of goods and services to student
visitors along with the increased potential for future trade with those
countries active in the milieu of international education; 2) the sending
country beneﬁts from the return on investment represented by skills and
knowledge when its students and staff return. thereby accelerating
development; 3) the education institutions and disciplines lose any
parochial character and participate through scholarly links in. the
worldwide academic community; and 4) students gain the opportunity to
know and understand different cultures, acquire professional qualiﬁcations.

and to participate in an international network.

British Columbia has taken the issue of internationalization very
seriously. Since 1988, the Ministry of Advanced Education, Training and
Technology has issued two reports encouraging post-secondary institutions
to develop plans to facilitate the internationalization of campuses. These
reports acknowledged the shift from a resource based to a knowledge and
information based economy. The accompanying imperative to prepare
graduates for effective global citizenship has conﬁrmed internationalization

as a necessary priority. not a desirable option.

28
British Columbia Centre for International Education: Not long after the

 

publication of these two reports. the British Columbia Centre for
International Education (BCCIE) was established (1990) and mandated to
develop international education programs in the public post-secondary
institutions. The BCCIE acts as a coordinating agency working to increase
international education activity and to be a catalyst and resource for the
process of campus internationalization. In 1992. BCCIE established a Task
Force on Internationalization which surveyed all 24 post-secondary
institutions in the province. The results of the survey revealed that:
positive initiatives notwithstanding. internationalization is
proving to be a complex and challenging process ....... While
inroads are being made through effective leadership.
encouragement of faculty involvement. strategic planning and
internationalization of the curriculum. resources for
internationalization are problematic. and campus-wide

infusion of the process remains largely unrealized in British
Columbia. (Francis, 1993. p.52)

PART TWO:

Meaning and Rationale of Internationalization

Meaning
Internationalization means different things to different people. With
the growing interest in and use of the term the variety of interpretations

and meanings have increased. This in turn has caused some confusion in

29
meaning. increased misunderstanding and perhaps an overall weaker
impact.

As pointed out in Chapter 1. internationalization in the context of
higher education. is often used interchangeably with the term globalization
and is also used as a synonym for such terms as international. global,
intercultural and multicultural education. The purpose of this section is to
demonstrate the breadth of meaning and diversity of connotations
attributed to internationalization.

One of the recommendations from the BCCIE Task Force addressed
the "need for clariﬁcation of the deﬁnition of internationalization. both in
the context of the post-secondary system as a whole. and at the individual
institutional level". (p.64) This was a result of the Task Force ﬁnding that
"not only did the meaning attributed to the term vary between individuals.
but so too did the comfort level with using the word." (p.41)

The Task Force developed and suggested the following as a working
deﬁnition for the province of British Columbia:

internationalization is a process that prepares the community

for successful participation in an increasingly interdependent

world. In Canada. our multicultural reality is the stage for

internationalization. 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. (Francis. 1993. p.3)

This is one of the most comprehensive deﬁnitions proposed to date

but it has been critiqued by individuals involved in their study. The

30

negative reaction to this deﬁnition centred on two issues. The ﬁrst related
to the reference to Canada’s multicultural society in the deﬁnition and the
possible confusion that this could cause. Secondly. there was a sense that
the deﬁnition was too inward and campus focused and that an outward
vision to the world was more important and relevant.

Arum and Van de Water (1992) also identiﬁed the need for a clearer
and more focused deﬁnition of international education. They based their
search for a deﬁnition on an analysis of concepts and deﬁnitions used in
the United States during the past thirty years. The deﬁnition they favoured
was proposed by Harari in 1972. It combined three main elements: 1)
international content of the curriculum: 2) international movement of
scholars and students concerned with training and research; and 3)
international technical assistance and cooperation programs. They have
built on this perspective and developed their own tripartite deﬁnition which
refers to "the multiple activities, programs and services that fall within
international studies. international educational exchange and technical
cooperation." (p.202)

Knight (1993) adopted a more process view of internationalization
and deﬁned it as "the process of integrating the international dimension
into the teaching. research and service functions of an institution of higher
education". An international dimension is described as "a perspective.

activity or program which introduces or integrates an international/

31

intercultural/ global outlook into the major functions of a university or
college". (p. 6)

Hans de Wit (1993). Vice President of the European Association of
International Education, analyzed the differences in these two deﬁnitions
and concluded that the Arum and Van de Water deﬁnition was very
American oriented (an interesting observation and perhaps a contradiction
of the intent of the term). and ’too rhetorical’ for international educators. He
pointed out that the process-oriented deﬁnition was "more global and
neutral and ....is a more bottom-up and institution-oriented deﬁnition.
giving space to a broad range of activities which could lead to
internationalization, excluding none. " (p. 10) He went further and proposed
his own deﬁnition without distinguishing between the terms.
internationalization and international education. He described it "as the
process by which education is developed into a more international
direction." (p. 19)

Harari (1989) suggested that international education must
encompass not only the curriculum. international exchanges of scholars/
students. cooperative programs with the community. training and a wide
array of administrative services but also "distinct commitment, attitudes.
global awareness. an orientation and dimension which transcends the

entire institution and shapes its ethos." (p.2)

32
The European Association for International Education (EAIE}

founded in 1989. has stated that international education covers a broac
range of activities and can only be deﬁned in a general way as meaning a]
the activities dealing with the internationalization of higher education
"internationalization being the whole range of processes by which (higher
education becomes less national and more internationally oriented." (EAIE
1992.p.9)

The AUCC (1993) has also entered the debate or search for a deﬁnitior
of internationalization and concluded that "there is no simple. unique or a]
encompassing deﬁnition of internationalization of the university. It is a
multitude of activities aimed at providing an educational experience withir
an environment that truly integrates a global perspective." (p.7)

The comment by AUCC "there is no simple. unique or a]
encompassing deﬁnition" may very well summarize the current sentimen
and situation in Canada regarding the meaning of internationalization. A:
the international dimension of higher education gains more attention am
recognition. people tend to use it in the way that best suits their purpose
While one can easily understand this happening. it is :not helpful fo
internationalization to become a catch-all phrase for everything ant
anything international. A more focused deﬁnition is necessary if it is to b.

understood and treated with the importance that it deserves.

33
Rationale

Aigner et a1 (1992) have suggested that there are three major reasons
for the internationalization of higher education: 1) interest in international
security; 2) maintenance of economic competitiveness; and 3) fostering of
human understanding across nations (p. 2). Aigner et al have pointed out
that these are not absolute or mutually exclusive reasons for
internationalization and secondly, that they differ greatly on content and
emphasis. They have indicated that any university-wide strategy must
include many and diverse reasons as there are clearly different motivations
and different political and social orientations for internationalism on
university campuses.

.The BCCIE (1993) cited the emergence of a global political economy.
the challenge of globalization and the increasing economic, ecological and
cultural interdependence as important causes for the increased attention
being given to internationalization. Given that BCCIE are focused on their
own province, they are particularly interested’ in the future of British
Columbia which they believe:

depends on how competitive we are in the world economy and

on the strength of our global literacy in international

discourse. Virtually all areas of activity require eﬁective

communication with other cultures and global awareness
skills. Hence. the education system plays a critical role in the

preparation of British Columbians for productive living and
working in an increasingly diverse world. (Francis, 1993,p.2)

34
The 1993 AUCC paper "A University Position on Internationalization"

stated that the objective of internationalization is to prepare students and
the general community for living and working in a truly global context of
interdependent countries with an agenda which has as many domestic as
international issues.

Scott (1992) identiﬁed seven imperatives for global education. They
included economic competitiveness, environmental interdependence,
increasing ethnic and religious diversity of local communities. the reality
that many citizens work for foreign owned ﬁrms. the inﬂuence of
international trade on small business. the fact that college graduates will
supervise or be supervised by different racial and ethnic groups. and lastly
national security and peaceful relations between nations. (p.2)

Carroll (1993) also recognized the increasing interest in
internationalization in American colleges and universities. He reinforced
the notion that internationalization is important because of the need for
competitiveness in the global economy, the reality of interdependence With
other nations and the need of students to have a better understanding of
other peoples and cultures. (p. 15)

The fact that modern society is placing a stronger emphasis on
global awareness. international trade and intercultural relationships is
acknowledged by Norﬂeet and Wilcox. (1992) They have suggested that

because of this. the survival of every nation depends on its ability to build

35

and foster international and intercultural relationships and that
institutions of higher learning are in a unique position to develop and

strengthen these relationships.

A somewhat different approach has been used by Davies (1993) to
explain why international activities have been expanding in the past
decade. He has stated that internationalization is "closely linked with
ﬁnancial reduction. the rise of academic entrepreneurialism and genuine
philosophical commitment to close cultural perspectives in the
advancement and dissemination of knowledge" (p. 177). This is not directly
linked to national economic competitiveness which has been cited by
several other researchers. It relates more to the tight ﬁscal situation facing
universities today and places international activity in the context of revenue
producing work.

According to Johnston and Edelstein (1993). "today. the dominant
argument for internationalizing higher education is that it will ensure the
nation’s economic competitiveness." (p.4). They. have. however.
acknowledged that while this argument has considerable force. it also has
limitations as the very notion of international competition may be losing its
meaning. The dissociation of businesses from their home countries is
' increasingly common as domestic enterprises evolve into international. then

multinational. and then global ones.

36

It is clear from the above reports that, economic arguments to
support internationalization are strongly advocated. Often these arguments
are perceived to stem from business schools and are not fully supported by
other disciplines. Non-business faculty members faﬂ to give the same
importance to the economic competitiveness rationale. In fact, some are
very uncomfortable and view with suspicion the fact that the university
agenda may be driven by the external agenda of business and industry.
This is not to deny the importance of the relationship between university
and business, however; the narrowness of the economic competitiveness
agenda is of concern because of the important issues which are not
acknowledged and secondly, the emphasis on competition should not
overshadow the attention that should be given to the reality of
interdependence and the need for cooperation on a global scale.

Warner. (1992) has examined the various assumptions and
imperatives that underlie or drive the internationalization agenda at
different universities. He proposed three different models in an attempt to

capture the diverse approaches to_ the internationalization of a university.

Competitive model: In this model, introducing international content into
curricula and other elements of campus life is chieﬂy a means to make
students. the institution, and the country more competitive in the global

economic marketplace. This means preparing graduates who can work

37

crossculturally. whether in international or multicultural contexts. be
sensitive to the needs of foreign partners or customers. and meet world

standards in their discipline or profession.

Liberal model: The primary goal of internationalization is self-development
in a changing world and/ or global education for human relations and
citizenship. This model combines elements of the other two models. The
goal is for students to learn to participate more fully in an interdependent
world, to reduce prejudice. and to develop mutual understanding and

cooperation to solve global problems.

Social transformation model: In the third model, the most important goal
of internationalization is to give students a deeper awareness of
international and intercultural issues related to equity and justice, and to
give them the tools to work actively and critically toward social
transformation.

These three models, as well as the reasons identiﬁed by other
researchers cited in this section. illustrate that there is no one motivation
for internationalizing the university. Instead there are a variety of
imperatives, which are not necessarily mutually exclusive. but which push
universities to internationalize. The reason for choosing one imperative

over another depends on a number of factors speciﬁc to the institution.

38

Thus. while motivation to internationalize may vary from institution to
institution. at a national level there is usually more unanimity for why a
sector such as higher education needs to internationalize as was

acknowledged in Part One of this chapter.

PART THREE:

Organizational Considerations and Structures

The emphasis in this section is on organizational factors which affect
the integration of the international dimension into the primary functions 0f
the university. A review of the literature has indicated that until recently.
more attention has been given to the academic aspects of
internationalization. for example language studies. curriculum. student
exchanges. than the organizational issues. The four major studies reported
in this section are relatively recent which indicates the youth- of the
literature on organizational matters. The references are primarily American
as little research is being done on this aspect in Canada.

In 1989. Audas conducted a study to compare policy statements and
practices in the international dimension of selected institutions of higher
education. A central ﬁnding of the Audas (1990) study was that policies are
needed in order to institutionalize and implement the institution’s

commitment to international education. Among the many reasons cited

39
was that "without written policy. practices are forged on an individual.

decentralized basis. Written policy necessitates university-wide
cooperation" (p.63) and "although the absence of written statements does
not mean the absence of plans, a written document tends to reinforce.
assist and rationalize commitment to international education. It ensures
consistency." (p.63).

Audas (1991) also concluded that a systematic review and long term
planning must occur to institutionalize the commitment to international
education. She has argued that a systematic review done by a committee
composed of central administrators, faculty and student leaders is in fact,
a ﬁrst step in assessing the strengths. concerns and aims leading to the
institutionalization of an internal priority.

Harari (1989) is a strong and respected advocate for
internationalization. His writing is based on his experiences at California
State University and the insights he has gained from trying to increase the
commitment to international education. turn the commitment into goals
and programs, and produce a generation of students who are globally
literate. He has identiﬁed a number of important factors or steps to guide
the process of internationalization.

The ﬁrst factor Harari identiﬁed relates to commitment and
consensus building (p.3). He has advocated that support from senior

adminstration in both tangible and non-tangible ways is a prerequisite.

4O

Tangible support can take many forms but the non-tangible is most critical
because it is more attitudinal than institutional and it‘helps to develop a
campus-wide interest and commitment. It is probably very unrealistic to
expect to have all or most of the faculty and staff committed to
internationalization, but a critical mass of 10-15 percent is important to
operationalize a commitment. The support across campus is most effective
.when it is initiated and nurtured by a consensus-building approach. If
there is no real support across the institution for the expressed
commitment or policy statement then the policy is basically a public
relations exercise only.

Another important factor related to the relationship and more
speciﬁcally the lack of any connection between international activities and
the curriculum (p.3). While international activities such as education
exchanges, or development projects or work /study abroad have value in
themselves they can have a greater impact when they reinforce or are
linked to curricular or extracurricular activities. This is also especially true
for the role and contribution that foreign student and scholars can play on
campus.

Harari has acknowledged that internal support and external
partnerships play an essential role in the internationalization of a campus.
The involvement of faculty and staff in the early planning and

implementation of the international mission and programs has already been

4 1
pointed out. but working with external public or private sector groups can

also result in some very successful partnerships (p.7). While some aspects
of internationalization will have to depend on allocation of resources a great
deal can be done by highly motivated faculty whose work and contribution
to the international dimension of the institute is valued.

Harari has asked the question "What makes a campus international?"
Many have answered having foreign students on campus. working on
international development projects, offering work/study abroad or
international exchange programs. foreign language study or international
research centre. While these are all contributing factors the most signiﬁcant
consideration. according to Harari. is an ’international ethos’ (p.8). This
means a positive attitude. not just a receptiveness. but a positive attitude
towards understanding other cultures or societies, a belief in the
interconnectedness of humankind. economically. socially and politically and
an interest in global issues such as the environment. These attitudes and
interests are the foundation for building an "international ethos on campus"
which is essential for successful internationalization.

The organization and leadership given to international activities is
another critical issue identiﬁed by Harari. He has suggested that any
campus needs a locus of responsibility and leadership for international
activities. Such a focal point or centre must serve in a catalytic.

supportive. service oriented way. Given the structure and culture of most

42

institutions such a centre must be extremely careful to provide leadership
from the side and not be seen as turf seeking in any way. Monitoring of
activities. not coordinating activities. is essential to maintaining integrity
and professionalism in international work. The leadership of such a centre
must relate well and have credibility with faculty but also have
administrative. entrepreneurial and crosscultural skills.

The international dimension must be part of the institution’s overall
mission and one of the top ﬁve or six priorities. As has already been noted
one needs consensus building to make it a priority and a critical mass to
implement it. An integrated programming approach coupled with strategic
planning and review ensure that internationalization initiatives are
incorporated into the institution.

Scott (1992) has identiﬁed critical leverage points for incorporating
an international dimension throughout a college campus. As president of
an American college he has referred to the critical leverage points as
administrative policies and practices relative to the planning and
management systems of the university. Ten leverage points which he
identiﬁed as important to internationalization were:

1) overall mission statement ii) multi-year strategic plan iii) annual

academic program and administrative unit reviews iv) annual goals

and objectives for senior administrators including deans v) annual

budget requests and allocations vi) stafﬁng decisions vii) funds for

43

faculty and curriculum development viii) annual rewards, rewards
and other forms of recognition ix) the agenda of the senate or board
of governors x) fund raising in both public and private sectors. (pp.

7-9).

According to Scott (1992) and the experiences at Ramapo College
these leverage points can be used to enhance the importance or priority
given to internationalization. offer prime opportunities to express and
support the internationalism priority, and help facilitate institutional
change to implement the priority. It is true that each institution has its
own organizational culture which affects institutional and attitudinal
change but these ten leverage points are generic enough to warrant serious
consideration as to how they could be applied to other colleges or
universities. .

One of the major lessons learned from this case study was that the
changes were made because it was a top priority for faculty. staff.
administrators and the governing board of trustees. There was a strong
commitment to a clear set. of goals and the approach was pervasive and
integrated into academic and administrative units throughout campus.

Francis (1993) has reported on the BCCIE survey of colleges and
universities in one Canadian province and identiﬁed a number of critical

issues related to the facilitators and barriers to internationalization. Their

44

interpretation of facilitators includes both organizational issues as well as
program elements. The following list highlights the organizational factors
which have been identiﬁed as key ingredients (or important facilitators) and
key barriers to the progress of internationalization (p.62):

Key Ingredients for future internationalization:

- recognition of internationalization as an institutional priority

0 strategic planning

° long-term commitment

- availability of and access to resources

0 credibility of internationalization efforts; successful precedents

- continued support and co-ordination by BCCIE

° involvement of more people in the process;encouraging everyone

to invest in the internationalization process
0 increasing or maintaining international student enrolment
- developing and improving opportunities for local student
involvement in internationalization

° strong leadership from senior administration

0 improved and expanded facilities

0 public relations to combat misconceptions about
internationalization and attitudes that hinder progress, such as
racism. discrimination and fear of change

- enhanced multicultural awareness at local level

0 more human resources with time and energy to focus on
internationalization

' articulation of goals

0 government will

° improved community linkages

° focused attention on internationalization of the curriculum

Key Barriers to the progress of internationalization:

° scarcity of resources

° competing priorities

- misconceptions and myths about international students

° misconceptions about international education funding formulas
° apathy towards internationalization

0 physical space shortages

0 lack of leadership

° racist and parochial attitudes and xenophobia

45

° insufﬁcient human resources
- geographic isolation
- inability to compete with other institutions

In addition to these major facilitators and barriers the Task Force
identiﬁed several other issues which the colleges and universities of British
Columbia are facing as they try to internationalize their campuses. The
ﬁrst issue was the myriad of different interpretations attached to the term.
This was addressed in Part One of this chapter. A second issue addressed
the concern about competing priorities for scarce resources and the
negative impact that has on internationalization.

The importance of support from the senior leaders of the institution.
especially the president, was also identiﬁed by this study as a cornerstone
of internationalization. The study found that initiatives and ideas usually
take root in the international ofﬁce and then gained approval from senior
administrators. Even though the ideas were not generated from the top
down. the full support in both tangible and non-tangible ways was
extremely important.

The ﬁnal issue addressed the need for coordination or in their words
"pulled togetherness". To infuse a campus with international objectives is
to pull together what activities are already there and to put new activities
in place where they are needed. According to this study the degree of

pulled togetherness reﬂects the degree of campus internationalization.

46

Summary

It is evident from the review of the literature on the deﬁnition of
internationalization that a variety of interpretations exists and this has lead
to some confusion and misunderstanding. There are basically two different
approaches being used to describe the concept. The process approach
frames internationalization as a process which integrates an international
dimension or perspective into the major functions of the university. A wide
range of activities, policies and procedures are part of this process. The
activity approach describes internationalization in terms of categories or
types of activities. The three major sets of activities relate to the
curriculum, scholar/ student exchange and technical cooperation.

The review of eight national and provincial reports published since
1989 showed that a great deal of interest and importance is being directed
to the internationalization of higher education in Canada. Many of these
reports emphasized the role that universities play in helping to maintain
Canada’s economic. scientiﬁc and technological competitiveness. Speciﬁc
recommendations were made regarding initiatives that universities should
undertake to ensure that graduates are prepared to live and work in a more
global and interdependent context. These initiatives included recruiting
international students. developing exchange programs for students and
faculty and including a reference to internationalism in university mission

statements. Finally. the support and role of federal and provincial

47

governments as well as the private sector was identiﬁed as critical to the
promotion and success of internationalizing Canadian universities.

The organizational factors which affect the introduction and
operationalization of an internationalization strategy on a university were
reviewed. There was unanimity among the four authors that the .
international dimension must be integrated and institutionalized into the
planning. policy. budgeting and review systems of the university.
Commitment and leadership from senior adminstration. policy statements.
a mechanism such as an international ofﬁce to provide support. advice and
coordination were considered as critical organizational factors or issues to
facilitate the process of internationalization.

The purpose of this chapter was to provide a selected review of
related literature. The following chapter presents the design and

methodology of the study.

CHAPTER III
DESIGN AND METHODOLOGY

This chapter describes the design of the study. the collaboration with
the Association of Universities and Colleges of Canada (AUCC) in collecting
the information. the population and sample. the survey design (and
information collection procedures. A description of the respondents. the
procedures for information analysis, limitations of the study plus a

discussion on validity and reliability are also included in this chapter.

Design of Study

A survey research methodologl was used to collect data in this
descriptive study. The rationale for using survey research to achieve the
study’s purpose was based on the fact that the investigator did not seek to
explain relationships, to test hypotheses. or to make predictions about the
process of integrating an international dimension into a university
community. Instead, the intent was to describe the meaning. importance

and rationale of internationalization and to identify the organizational

48

factors affecting the internationalization of Canadian higher education

institutions.

Collaboration with the AUCC

Internationalization of higher education has been identiﬁed by the
AUCC as a topic of interest and concern during the last two years. In 1991
the AUCC polled its member institutions about the existence of mission
statements which addressed the international role of universities as well as
different program aspects of internationalizing their campuses. The results
of this survey were published in 1992 and reviewed in Chapter II on Related
Literature.

The AUCC continues to be concerned about internationalization and
expressed strong interest in this study. In 1993. AUCC planned to conduct
another membership survey on internationalization and. requested
permission to use the questionnaire prepared for this study as part of their
survey instrument. Therefore this survey was designed to include two sets
of questions. all of which addressed the major research questions of this
study. The data from the ﬁrst set of questions was thoroughly analyzed for
this study. The data from the second set of questions provided information

to serve AUCC’s purposes and also gave additional contextual information

49

50
for this study. The principal investigator for this study prepared all

questions to ensure that the instrument was conceptually sound and
coherent and served both purposes. See Appendix A for the Survey

Instrument.

Population

The population was composed of 89 institutions of higher education
who are members of the Association of Universities and Canadian Colleges
(AUCC). All Canadian institutions which are mandated to grant post-
secondary education degrees in Canada are members of the AUCC.

The Community College system which provides post-secondary
education certiﬁcates and diplomas, but not degrees. were therefore not

included in this study.

Target Sample

The targeted sample was the senior administrators, speciﬁcally the
presidents. of the 89 institutions included in the population of this study.
The actual respondents included presidents, vice-presidents. international

liaison ofﬁcers and other senior administrators.

5 1
Survey Design

The primary method for collecting data from the institutions included
in the sample was a questionnaire survey. The survey included three basic
types of questions. These were yes / no questions. ranking questions as well
as open-ended questions. Respondents were given the opportunity to add
comments where yes/ no and ranking questions were used.

The survey was designed by the principal investigator of this study
and addressed the ﬁve major research questions of the study:

1. What does internationalization of the university mean to

Canadian institutions of higher education?

2. Is internationalization perceived to have a low. medium or
high priority as an institutional goal?

3. What is the perceived rationale for internationalizing the
university?

4. Who are the major actors perceived as being important for
integrating the international dimension into the primary
functions of a university?

5. What are the important organizational factors which are
perceived to affect the internationalization of a university

community?

52

Pretest of Survey

The survey was reviewed by a selected panel of experts consisting of
senior administrators from four universities and researchers/ program
ofﬁcers from the AUCC. The reviewers were asked to evaluate the survey in
relation to understandability of instructions and the clarity and
completeness of the questions. Based on the responses and comments of
the reviewers necessary changes or modiﬁcations were made to the

instrument.

Validity and Reliability

Ensuring the validity of the survey instrument was very important to
this study. The intent of each question should mean the same thing to all
respondents and the answers should correspond to what they are supposed
to measure or determine. In this study an attempt to ensure ’face’ validity
was made through the expert panel. Each member of the panel was asked
to comment on the‘clarity of instructions, the understood meaning or intent
of each question plus the coherency and completeness of the whole survey.

The issue of validity when applied to a perceptual and descriptive
study can be seen in terms of 'truth’. In this study. the collection and
interpretation of information was directed toward developing an accurate

(’truthful’) description of the meaning and importance of

53

internationalization and the organizational factors involved in integrating
an international dimension into the primary functions of a university.
Reliability. the extent to which people in comparable situations will
answer questions in similar ways. was another important consideration
which was addressed. In this type of survey design. good questions are
reliable providing there is consistency in response in comparable situations.
That means that the respondents will provide the same answer if the
questionnaire is administered at different intervals of time or in different
situations. One way to try to ensure or at least increase reliability is to
have clearly deﬁned or easily understand terms and consistent wording so
that the purpose and signiﬁcance of each question is clearly understood by
the respondent. Once again. the panel of experts were asked to review the

questionnaire and address these concerns.

Limitations and Delimitations

. The membership relationship between the respondents and AUCC
may have inﬂuenced the nature of the responses. As the respondents
identiﬁed themselves when completing the survey they may have wished to
present a favourable picture of the efforts toward internationalization on
their particular campus. This is a limitation of the study. The respondents
included presidents. vice-presidents. international liaison ofﬁcers and other

senior administrators. It is recognized that there could be differences in

54

response according to the postion of the respondent. This is another
limitation of this study.

The study was delimited to senior administrators of universities.
Other important constituency groups such as students. staff and faculty

members were not polled for their views on internationalization.

Information Collection Procedures

The AUCC undertook the responsibility for translating the survey
into French. The principal investigator reviewed and corrected the
translation to ensure consistency between the two versions. The AUCC sent
either a French version or English version of the survey, depending on the
institution’s stated language preference. to each of the 89 institutions.
Respondents were asked to agree in writing to have their completed survey
reviewed for AUCC’s purposes as well as for another research project on the
internationalization of higher education. See Appendix B for the proposed
letter of introduction and agreement.

The survey was addressed to the President of each of the 89 member
institutions of the AUCC. The respondents were asked to return the
questionnaire to the AUCC. A follow-up telephone call to encourage non-
respondents to complete and submit their questionnaire was done by the

AUCC.

55

Respondents

Representatives ﬁ'om 64 of the 89 institutions (72%) responded to the
survey. Seven of these respondents indicated that the questionnaire was
not relevant to their institution because of their specialized mandate.
Therefore. 57 completed questionnaires (64%) were returned. A list of
institutions whose representatives responded is in Appendix C.

The questionnaire and accompanying letter were sent to the president
of each institution. The president’s signature was requested as well as the
name and title of the person who completed the survey. The analysis of
who. by title. completed the questionnaire shows 33% were ﬁlled in by the
president, 14% by the vice-president. 38% by the designated International
Liaison Ofﬁcer and 15% by such others as the Dean of Research or
Registrar. An International Liaison Ofﬁcer (ILO) is the individual appointed
by the university to be the formal contact person with the AUCC on all
international matters. In most cases the ILO is Director of the international

omce on campus or is the Vice-President Academic or Research.

Information Analysis

Descriptive statistics, primarily frequency totals. percentages and
ranldngs were used to analyze responses to the survey questions. A more
qualitative approach was used to analyze the data to the open-ended

questions. Responses were grouped under related headings and presented

56

in terms of frequency of responses or percentage of respondents under each
heading.

The SPSS (Statistical Package for Social Sciences) software was used
to analyze the data from the questionnaire. The data for each question is
presented in a series of tables in Appendix D.

Tables D.l. D.2. D.3, D.4. D.5. D.7. D.8, D.9. present the data for
Questions 1 to 5 and 7 to 9. The frequency of response plus the percentage
of respondents answering that speciﬁc question are presented.

The data from Question 11 is displayed in Table D. 1 1. In addition to
total frequencies for each variable, a weighted frequency is calculated and
a ranking assigned. The formula used to calculate the weighted frequency
is included in Table D.ll. Tables D.12 and D.14 give the frequency of
response for each variable. the percentage of respondents answering that
question and the ranking.

‘ Question 13 was an open-ended question in which respondents were
asked to write in their own deﬁnition of internationalization. A content
analysis was done on this data by coding the key words. categories and
then themes which emerged from an in depth review of the data. Table D. 13
presents the data for Question 13.

Table D. 10A provides the frequency of responses and the calculated
weighted frequency for each of the 18 factors included in Question 10. The

formula for calculating the weighted frequency for this question is included

57
in Table D. 10A. Respondents were asked to add written comments and the

majority did. These narrative comments are presented in Table D. 10B.
The data ﬁom Questions 6. l5, and 16 were not analyzed as they

were included for use by the AUCC. not for this study.

Summary

The content of this chapter was a description of the procedures
established and followed by the investigator in conducting this descriptive
study. A survey questionnaire was used to gather information from senior
administrators of the 89 institutions in the study. Descriptive statistics.
primarily frequencies. percentages and rankings were used to analyze the
data from the 57 returned questionnaires.

The purpose of the study - to describe the meaning. importance and
rationale for internationalization and to identify organizational factors
which affect the integration of an international dimension into the teaching,
research and service function of an university - was restated throughout
the chapter as the basis for the study design and methodology.

This chapter focused on the design and methodology of the study.
The purpose of the next chapter is to report and analyze the ﬁndings of the

study.

CHAPTER IV

RESEARCH FINDINGS AND ANALYSIS

This study was designed to identify and describe the meaning.
rationale and priority attributed to internationalization by senior
administrators of Canadian universities. The second purpose of the study
was to determine the organizational factors which affect the process of
integrating the international dimension into the mainstream of the
university’s major functions of teaching. research and service.

This chapter presents the ﬁndings of the study and is divided into six
major parts. Each section addresses one of the ﬁve major research
questions of the study and the sixth section summarizes the chapter. Part
One focuses on how internationalization is deﬁned by university
administrators and what elements or activities they consider to be
important to internationalization. Part Two addresses the question of the
rationale for internationalization as perceived by the senior university
administrators. Part Three discusses the priority or interest attributed to
internationalization and how this is concretely expressed. Part Four

reports the ﬁndings on who is and who should be taking a major leadership

58

59

role in promoting and implementing internationalization. Part Five presents
the ﬁndings on which organizational factors affect the integration of an
international dimension into campus activities and culture. A summary of

the ﬁndings is presented in Part Six.

PART ONE:

Meaning of Internationalization

Two survey questions addressed the issue of what
internationalization means to senior administrators of Canadian
universities. Question 13 was open-ended in format and asked "In your
own words, how would you describe or deﬁne internationalization of a
higher education institution?" A review of the comments by the 52
respondents who answered this question provide some interesting insights
into how internationalization is described by senior administrators: These
comments are presented in Table D. 13 in Appendix D.

Four different approaches emerged from the analysis of the data.
Respondents described internationalization in terms of 1) activities. 2)
process, 3) competencies. and 4) organizational culture. The different

approaches are discussed in the following four sections.

60
Activity Approach

The approach most frequently used to deﬁne internationalization was
by listing a wide range of academic programs or curricular activities which
serve as mechanisms of internationalization. Examples of these activities
include faculty and staff mobility programs. international development

projects. student exchanges or curriculum innovation.

Process Approach

The second approach described internationalization as a process of
integrating an international dimension into the teaching. researching and
service functions of the university. Terms such as infuse. integrate.
permeate. incorporate were used repeatedly to characterize the process of
internationalization. These terms support the idea that internationalization
touches all aspects of the university and is central to the mission and
functions of a university. not a marginal or add on activity. Many
respondents referred to the concept of change when they described
internationalization. The following quote illustrates this point: "changes
both in the content of our teaching and learning resources as well as the
human environment in which the learning takes place."

The process approach was used to deﬁne internationalization in the
letter of introduction and the majority of respondents seemed very

comfortable with this deﬁnition or parts of the deﬁnition.

61

Competency Approach

Another way to describe internationalization was in terms of such
competencies as new knowledge. increased awareness or changed attitudes.
Many respondents referred to internationalization as a way to develop "an
awareness and openness to the world", "a sensitivity to a global human
community", "an appreciation and understanding of global
interdependence". "a recognition of the signiﬁcance of international events ".
It is interesting to note that more respondents spoke of developing
sensitivity and knowledge in the whole university community. than

targeting students only.

Organizational Culture Approach

The fourth approach used by respondents was to describe
internationalization in terms of developing an ethic or culture in the
university which "values international knowledge, cultural and people
exchange". This relates to and could be interpreted as part of the process

approach.

Discussion
The variety of ways that respondents described internationalization
demonstrates the point that it means different things to different people.

As discussed in the literature review. there is in fact. a great deal of

62

confusion about the different terms being used to describe
internationalization. globalization, multiculturalism, intercultural education
and crosscultural education.

As was pointed out in the operational deﬁnitions in Chapter 1.
international education is also usually described in activity or
programmatic terms. In fact. it could be said that some respondents
described internationalization in the same way that international education
is described. This is very limiting and the difference needs to be taken into
consideration. First of all internationalization is a verb which does imply
some sort of action. Secondly. if internationalization is only deﬁned in
terms of different activities all of the other more organizational or
administrative factors and procedures which are part of the process are
eliminated. Lastly, an activity approach to a deﬁnition poses the risk that

it may be exclusive instead of inclusive.

Important Elements

To determine which activities were perceived to be most important.
Question 14 asked respondents "what are the important
elements/ dimensions of internationalization of higher education?" An
exarrrination of the data showed that the majority of the 53 respondents
interpreted elements to mean activities and over 30 activities were

suggested. These were eventually collapsed into 18 different categories and

63

a list of the 18 most frequently mentioned elements/ activities is presented

in Table 4.1.

Table 4.1 - Important Elements of Internationalization (N=53)

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I I ' . ., Who Mentioned?» “’5 -‘
,. . , Element _ Element Rank
Student Work/ Study Abroad 66 1
Curriculum 62 2
International Students 58 3
Faculty Exchange and Travel 52 4
International Development Projects 43 5
Research 40 6
International Academic Programs 30 7
International Institutional 26 8
Agreements
Cultural Awareness and Diversity ' 20 9
Training of Professors 17 10
Senior Administration Commitment I7 - 10
Mind Set and Culture 13 l 1
Foreign Languages 9 12
Development Education 9 12
Community Linkages 5 13
Area Studies 1 14
Integrated Policies 1 14
Alumni and Fund raising 1 l4

 

 

 

 

64

Discussion

It is interesting to note that fourteen of the eighteen elements were
speciﬁc international education activities. The other four elements were
more concerned with organizational factors such as policy. fund raising and
commitment. Another noteworthy point is that three of the four top factors
involved the movement of people (Canadian students. foreign scholars and
Canadian faculty) between countries or continents.

Student mobility and curriculum were mentioned by the largest
percent of respondents. This ﬁnding is supported by Harari (1987). Aigner
et a1 (1992). and the BCCIE Task Force Report (1993). What is especially
interesting and somewhat of a surprise is that research and international
academic programs were only mentioned by approximately 40% of the
respondents. This question did not limit the number of elements/activities
which could be listed. Therefore. respondents did not have to make choices
and were free to mention as many as they wanted. With research being
such an important function of the university and with the increase in
international electronic communication. it is puzzling that research ranked
number six.

It is useful to examine some of the reasons which may be inﬂuencing
the selection of the important elements of internationalization. One
important issue is the difﬁcult ﬁnancial situation facing most universities

today. Research dollars and support for international development projects

65
is more difﬁcult to obtain than ﬁve years ago. Thus. ﬁscal constraint might

affect research. development projects and the establishment of new
international academic programs. However. if that is the case, why are
student and faculty mobility programs not similarly affected as they require
ﬁnancial support to travel and live in another country.

There are two activities. which are often mentioned in the literature as
being important mechanisms or strategies for internationalization. which
were ranked very low in this study. These are area studies (Kelley 1991)
which were mentioned by only 1% of the respondents and external linkages
or partnerships (Klasek 1992) which were listed by 9% of the respondents.
Finally. it is worthwhile to note that foreign languages. which is
consistently acknowledged as an important asset for all students, were also

cited by only 9% of the respondents.

PART TWO:

Rationale for Internationalization

The information discussed in this section is based on answers to
Question 1 of the survey which asked respondents to indicate "the three
most important reasons for promoting and integrating an international

dimension into the mandated mission of an institution of higher education".

66

The frequency of response for each variable is presented in Table D.1 in
Appendix D.

There were two factors that stood out as the most important reasons
for internationalization. Ninety-ﬁve percent (95%) of the 57 respondents
ranked "prepare graduates and scholars who are internationally
knowledgeable and interculturally competent" as one of the three most
important reasons. Sixty-ﬁve percent (65%) of respondents ranked "address
through scholarship. the increasingly interdependent nature of the world
(environmentally, culturally, economically, socially)" as one of the top three
reasons.

The two reasons which received the lowest percentage of response are
also noteworthy. "Maintain Canada’s scientiﬁc and technological
competitiveness" was cited by 14% as one of the three most important
reasons while "contribute to national security and peaceful relations among
nation" was acknowledged by only three percent (3%) of the universities.
The percentage of respondents for each of the nine reasons included in the

questionnaire is presented in Table 4.2.

Only seven respondents identiﬁed ’other reasons’. All but one of the
other responses could be attributed to one of the existing nine rationale
categories. The remaining ’other reason’ was "to ensure that the standard

of research ranks with that of the top universities world wide".

 

67
Table 4.2 - Reasons for Internationalization (N = 57)

 

 

 

 

 

 

 

 

 

Ra's” 31 g . . ‘ Percent of respondents who
gig ' - ' ‘ ‘ ranked it as 81.2 or 3

Prepare graduates and scholars 95

Address interdependent nature of 65

world through scholarship

Address national and international 26

issues through research

Acknowledge ethnic and cultural ' 25

diversity of Canada

Maintain economic competitiveness 25

of Canada

Knowledge systems should be more 23

international

Contribute to social transformation 21

in Canada and elsewhere

Maintain scientiﬁc and technical l4

competitiveness of Canada

 

Contribute to national security and 3
peaceful relations among nations

 

 

 

 

Discussion

As discussed in Chapter II, the most prevalent reason for
internationalization cited in the literature was to help maintain economic
competitiveness. This was especially true for the reports addressing the
status and promotion of internationalization of higher education in Canada.

An examination of the ﬁndings from this study showed that economic

68
competitiveness ranked ﬁfth out of nine in importance and only 25% of the

respondents rated it as one of the top three reasons.

A second point worthy of discussion is the low ranking given to
scientiﬁc and technical competitiveness. The CBIE advocated this as a very
important rationale in their presentation to the Smith Inquiry into Higher
Education in 1991, but the ﬁndings of this study have not supported this
point of view. It may be important to distinguish between the perspective
of the national organizations or government commissions which take a
sectoral and national perspective on higher education as opposed to the
speciﬁc universities which are looking at internationalization from an
individual institutional position.

In addition to ranking high as a reason for internationalization, ’the
increasing interdependence of the world’ was a recurring theme in the
written comments throughout the survey. It is interesting to note that
scholarship for world interdependence ranked higher than scholarship for
international and national issues. It appears that internationalization is not
seen primarily for nationalistic reasons.

Finally, it is important to acknowledge that the preparation of
graduates and scholars who are internationally knowledgeable and
interculturally competent was clearly seen as the major reason for
internationalization of the university. This corresponds with the

competency approach to deﬁning internationalization discussed in Part

69
One. It also reinforces the role of higher education institutions in preparing

the next generation to be living and working in a more global and
intercultural society. While this reason has been acknowledged by Scott
(1992) and Harari (1992), in general, the importance that the ﬁndings from
this study give to this factor is not extensively supported in the literature

review.

PART THREE:

Priority Given to Internationalization

This section addresses several issues related to the priority or interest
given to integrating an international dimension into the university. The
following points are discussed: the level of interest or priority given to
internationalization by senior administrators, the change in interest level
by different groups in the university, how the interest has been concretely
expressed and whether the interest has been institutionalized in misSion

statements and through policy and planning procedures.

Level of Interest
Question 2 addressed the perceived interest level given to
internationalization by asking "How would you weigh the priority given to

internationalization, as an institutional goal, by the senior administrators

70
in your institution?" The frequency of response for each variable is

presented in Table D2 in Appendix D.
An examination of the data, as presented in Figure 4.1, shows that

of the 55 respondents to this question, 35% gave it a high priority ranking,

 

Level of Into act

 

 

 

50
40—
W
E
i ._
I!
25
3 2°-
5:
If
1n—
0 .

 

Medium Priority High Priority

l NTEREST LEVEL

 

 

 

Figure 4.1: Level of Interest
47% ranked it as medium priority. and only 4% indicated that no priority
was given to internationalization. The reasons cited for ranking it as a low

priority seemed to focus on the need for certain institutions to serve the

71
needs of their own geographical region during the current period of

economic restraint.

The fact that 82% of the 55 respondents ranked internationalization
as a medium to high priority is a clear and strong statement of the interest
in this issue. While, there is no data which can be used to compare this
ﬁnding to the situation two or three years ago. another survey question
tried to determine whether there had been a change in interest level within

the individual institution.

Perceived Change in Interest Level

Many of the narrative comments indicated that the interest in
internationalization is a recent and growing phenomenon. Question 3 of
the survey asked "Has there been a change in the priority given to
internationalization of your institution during the last three years?"

Table 4.3 presents the changes according to how respondents felt
different constituency groups on campus (senior administrators, faculty
members, staff, students and researchers) would answer. The most striking
feature of this table is the high percent (37%) of senior administrators who
show ’sigrriﬁcantly more interest’ compared to only 11% of the faculty and
4% of the staff. However. if respondents had included students, staff or

faculty groups there could have been different responses to this particular

72

question. Refer to Table D.3 in Appendix D for the frequency data used to

determine the percentages presented in Table 4.3.

Table 4.3 - Perceived Change in Interest Level

 

 

 

 

 

 

more interest

 

 

 

 

 

 

Senior
Admin Faculty Staff Students Research
N=57 N=56 N=55 N=55 N=55
Percent Percent Percent Percent Percent
less interest - - - - -
no change in 16 11 58 24 24
interest
more interest 47 78 38 58 58
signiﬁcantly 37 l 1 4 18 18

 

Figure 4.2 combines the ’less interest’ and ’no interest’ levels, as

shown in Table 4.3, into one category called low interest and collapses

’more interest’ and ’signiﬁcantly more interest’ into one grouping labelled

’high interest"

A review of the data in Figure 4.2 shows that there is a perceived to

be an increased interest across all groups with 89% of the respondents

indicating that faculty are showing more interest and 84% indicating that

senior administrators are more interested. This contrasts sharply with only

42% believing that staff are more interested. This ﬁnding is further

supported by narrative comments such as that "despite a fair bit of recent

 

73

turnover at senior levels, the priority remains reasonably high and

reasonably consistent". Another respondent described the situation in other

institutions where "this priority has still not effectively been transferred

across the university at levels below the most senior administrators."

 

100

macaw We
3

 

Change in Interest Level

 

 

“=58

N=55

 

. ﬁres:

 

 

 

 

 

 

N=55

W37

 

N=58

 

 

 

 

 

 

 

eenior admin faculty etaff etudente

CDNSTITLENCY our
m Low Interest R\\\‘ High Interest

N-SS

N=55

 

reeeer'chere

 

 

Figure 4.2: Change in Interest Level

A striking theme across many of the narrative comments is the rate

or pace of change. Comments such as "interest is developing all the time",

"a recent priority", "signiﬁcant improvement from two years ago". "although

internationalization has always been a high priority there is a new energy

74

in our activities" are a strong testimony to the growing interest in this

ISSUE.

Evidence of Increased Interest

The second part of Question 3 asked "If there has been increased
interest or priority given to the international dimension in your institution.
how has this been expressed?" The data related to concrete evidence of

increased interest in internationalization is presented in Figure 4.3.

 

 

Evidence of Increased Interest (N=57)

 

      
         
     
           
   
     
   
 

  
 

        
   
     
       
     
   
   
     
       
       
   
       
     
   
   
   
     
     
   
     
    
    
   

      

 

 

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Figure 4.3: Evidence of Increased Interest

75

The largest percentage (74%). of the 57 respondents who answered
this question. indicated there was more awareness. Increased awareness
is hard to measure; therefore, the fact that 64% cited new programs as an
expression of interest is more important. The types of new programs which
were given as examples included work/ study abroad opportunities,
increased crossdisciplinary collaboration and research, student exchange
agreements and more international students on campus.

Almost half (49%) of the respondents mentioned policy development
as a sign of increased interest. The written comments revealed that this
really means policy development at the university mission statement level.
not policy at the program or academic unit level.

In a period of ﬁscal constraint it is interesting to note that 35%
indicated an increase in resources as a demonstration of higher interest.
Written comments such as the following. speak eloquently to the issue of
funding: "one positive measure is that in a time of (budget) cuts the
proportion of operating funds allotted to international activity has not been
reduced", "faculty. staff and students are now more aware and more
interested, but there is a general concern that international activities take
funds ﬁom more deserving areas." Several respondents mentioned the place
of internationalism in their fund raising campaign: "Resources are a

problem in times of ﬁscal constraints but we are attempting to raise monies

76

from outside sources. We have made this part of our new fund raising

campaign."

Institutionalization of Interest

A number of questions were included in the survey to test whether
the priority and increased interest attributed to internationalization was
being institutionalized. For instance. was there mention of the international
dimension of research, teaching and service included in the mission
statement or integrated into the policy, planning and operating systems of
the university. The data for the different issues related to
institutionalization is presented in Table 4.4 . Refer to Tables D.4, D.5, D.7.
D.8, D.9 in Appendix D for the frequency data used to determine the

percentages in Table 4.4.

Mission Statement: A Strong majority, 72% of the 54 respondents, gave
a positive answer to Question 9 "Does your institution have an overall
mission statement which makes reference to the importance of the
international dimension in teaching, research and service."

A follow-up question asked "If your institution does not have a
mission statement which addresses internationalization why do you believe

it has not been developed."

77
Table 4.4 - Institutionalization of Internationalization

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Yes No
(96) (96)
Mission Statement 72 28
(N=54)
Strategic Planning 67 33
(N=55)
Review of Policy and Practices 51 49
(N=57)
Internationalization Policy 39 61
(N=56)
Internationalization Procedures 54 46
(N=57)
International Unit 66 34
‘ (N=56) '
Departmental Level Policy 15 85
(N=52)
Faculty Level Policy 23 77
(N=5 1)
College Level Policy 33 67
(N=48) '

 

The reasons given relate more to timing and technical matters than
substantive issues; for instance," we have not revised mission statement for
some years, forthcoming in the new year". "quite general now but will
become more precise", "no major but honourable mention in the mission
' statement", "quite modest now, going for more in the future". Only one

respondent indicated that due to limited human and ﬁnancial resources.

78

as well as other institutional academic priorities, internationalism was not

included in the mission statement.

Strategic Planning: Question 4 of the survey asked " Is your institution
involved in strategic planning that includes major internationalization
elements?" Of the 55 respondents who answered the question a clear
majority (67%) answered yes.

The issue of strategic planning is evidently of great interest to the
university community as 70% of the respondents also offered written
commentary to this question. The overall impression is one of high activity
level. There were numerous references to the fact that internationalization
was now being addressed in current strategic planning exercises, new
working comrrrittees, program reviews, and development plans at both an
institutional level and at the faculty level. It appears that
internationalization is not the stimulus for the planning or the review but
is deﬁnitely part of it.‘ This is a positive sign that internationalization is

being integrated into these processes and not marginalized.

Review of Policy and Practices: Another survey question (5) asked "Has
there been in the past three years a systematic review of policies or
practices to assess the status of speciﬁc internationalization efforts or

activities in your institution?" Fifty-one percent (51%) of the 57

79

respondents answered yes. Again, there were numerous written comments
which provided useful context in which to interpret this question. The
overall impression is that in most cases the positive responses need to be
qualiﬁed either because the review was not systematic, or because it did
not speciﬁcally address internationalization activities. Instead, the review
has been a part of the general strategic planning process already covered
in the previous question. In cases where an international education activity
has been reviewed it seemed to be both a program and a policy review. The
respondents’ remarks indicated that the wording of this question did not

capture the intent of the question.

Departmental, Faculﬂ, College Level Policy: Universities were asked to
indicate whether there were departmental, faculty or college level policy
statements at their institution. The highest response was for college level
statements where 33% of the 48 respondents indicated yes. For faculty level
policy statements only 23% of the 51 respondents gave a positive response
and at the department level only 15% of 52 respondents answered yes.
Clearly, policy statements at individual academic units are not very
prevalent. This contrasts sharply with the high response rate of 7 2% (N=55)

regarding the existence of mission statements.

80

Estence of Policy, Procedures, Unit: Question 7 asked whether "your .
institution has a policy. operational procedure or administrative unit
through which the relationship of the different elements of
internationalization is addressed?" An examination of the data revealed
that the largest percentage, 66% of 56 respondents answered yes to unit,
followed by 54% of 57 respondents who indicated yes to the existence of
operational procedures but only 39% of 56 respondents answered positively

to the existence of an overall policy.

Discussion

The 1989 AUCC survey on internationalization found that 63% of the
respondents made reference to the international dimension of the
university’s mandate in their mission statement. Recognizing the
limitations in the ability to compare surveys, it appears that there has been
an increase. from 63-72%, in the past three years. The narrative comments
also indicated that this percentage may increase in the next three years.

In reviewing the written comments to Question 3 on priority. it is
interesting to note that many respondents mentioned that a strong interest
in internationalization was linked to a reference to the international
dimension in their mission statements and strategic planning. The following
quotes illustrate this point: "(internationalization) is a central part our

mission as a university and is reﬂected in our mission statement".

 

8 l
"strategic plan to the year 2005 gives high priority to internationalization".

"university has revised its policy on international cooperation in the
framework of internationalization", "internationalization is number 2 or 3
in the development of the action plan of the university".

It is interesting to view these ﬁndings in light of the
recommendations, made by the CBIE to the Inquiry in Canadian University
Education (Smith 1991), which addressed the issues related to .
institutionalizing the international dimension. The ‘inclusion of
internationalization as an institutional goal in all university mission
statements” was recommended as was ‘the establishment of program review
process by universities to ensure programs are internationalized‘.

The report also recommended the establishment of a number of
speciﬁc policies on such diverse issues as percentages of foreign students,
recruitment of faculty with international experience and reward / promotion
of faculty for international work. It appears that the institutionalization of
an-international dimension is of concern to the higher education sector. It
is impossible to say whether the 1991 Smith Report has inﬂuenced the
individual institutions, however: it is promising to note that attention is

clearly being paid to this issue.

82
PART FOUR:

Major Actors

Two survey questions dealt with who is and should be taking a
leadership position in promoting internationalization in the university.
Question 11 asked respondents to indicate whether a designated position
"such as president or librarian played a major role. minor role or no role in
"increasing your institution’s attention to the issues of policy and practice
regarding international dimension". A list of the frequency of response for
each of the 15 designated positions plus a weighted frequency is presented
in Table 4.5. The formula used to calculate the weighted frequency is
provided in Table 4.5.

It is very interesting to note the similarities between the ﬁndings to
Question 11 as presented in Table 4.5 and the results to Question 12 as
presented in Table 4.6. Question 12 also asked the universities to indicate
"who should be taking a leadership or active role in promoting or
implementing an international perspective into the university community?"
The important point of difference in these two question is that Question 1 l
asks who ’is‘ playing a role and Question 12 asks who ’should’ be taking a
leadership role. Refer to Tables DH and D.l2 in Appendix D for the

frequency data for Questions 11 and 12 respectively.

83

Table 4.5 - Major Actors Who Are Promoting Internationalization

 

 

        

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

._ .. I Fm: ' NO

freeman Role . 1 Role
President 54 46 8 0 1
International Liaison 49 46 2 1 l 41 2
Officer
Vice President, Academic 49 38 l l 0 135 3
Faculty Members 53 34 17 2 1 34 4
Deans 49 24 23 2 1 16 5
International Student 44 28 14 2 l 10 6
Advisor
Students 50 19 28 3 1 10 7
Department Chairs 48 12 30 6 90
Registrar 49 1 2 28 9 83 9
Board of 49 l 1 29 9 82 10
Governors / Senate
Vice President. Research 36 21 10 5 78 l 1
Librarians 48 6 27 1 5 59 l 2
Study Abroad Coordinator 25 17 4 4 55 13
Student Council 47 3 28 16 49 1 4
Area Studies 28 9 1 l 8 47 15
Vice President. External 27 8 7 12 20 16

‘ Weighted frequencies based on major role x 3, minor role x 2. no role x - l

Recognizing this distinction. it is important to note that for both
questions, respondents perceived that the president. international liaison
oﬂlcer, vice president academic, faculty members and deans as the ﬁve

most important actors. However, given the fact that it was senior

84

administrators who were completing the survey perhaps it is not so

surprising that they would identify themselves as important actors.

Table 4.6 - Major Actors Who Should be
Promoting Internationalization (N=55)

 

      

     
 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.Po'ﬂtio’nl _- ; ' ' . n; . » Respondengn

President 72

International Liaison Ofﬁcer 49

Vice President, Academic 47

Deans 47

Faculty Members 40

Vice President, Research / 28

External / Planning

Students 19

International Student Advisor/ l2 8
Student Services

Department Heads/ Chairs 8 9
Researchers 8 10
Board of Governors 3 11
Registrar/Admissions Officer 3 12
Director of International Studies 3 l3
Continuing Education 1 14
International Students 1 15
Provincial Government 1 16

 

 

85
PART FIVE:

Organizational Factors

There are many organizational factors which are perceived to affect
the internationalization process of a university. Question 10 of the survey
asked respondents to indicate the importance they attached to a list of
organization factors and to note whether it was a facilitator, barrier or
simply not an important issue.

The data from this question proved to be the most challenging and
interesting to analyze. Table D. 10A in Appendix D provides the ﬁ'equency
for each of the '18 variables included in Question 10. It appears that there
was a lack of clarity in the instructions or format for this question as
respondents approached the numerical ranking in different ways. However,
respondents were asked to add written comments and the majority did.
These narrative comments were a rich source of information and provided
clarity in understanding the numerical data. The narrative comments are
included in Table D. 10B in Appendix D.

Therefore, the reported ﬁndings are based on both the commentary
and the frequency of the ranking noted for each factor, but more emphasis
was given to the annotations provided by the majority of respondents. A

summary of the numerical ranking and weighted frequency attributed to

86
the role that each organizational factor plays in the internationalization of

a university is presented in Table 4.7.

Table 4.7 Ranking of Organizational Factors (N=55)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weighted‘
Organizational Factor Frequency Ranking
Board of Governors support 50+ 1
Senior administrators commitment 49+ 2
Faculty / staff interest level 47+ 3
Experienced int‘l managers/ personnel 37+ 4
External Agency Support 35+ 5
International omce ' 33+ 6
Adequate Funding 24+ 7”
Communication channels 26+ 8
Public Relations Support 26+ 9
Integrated into annual plans and budgets 25+ 10
Policy Statements 24+ 1 1
Acknowledgement in promotion. tenure 11+ 12
policy
In Fund Raising Campaign 8+ 13
Academic Freedom 0
Interdisciplinary Nature of 27+ ”
Internationalization
Decentralized Structure of University -3
Decentralized management approach to int -4
activities
Incompatible with mission of university -43 ‘

 

 

 

 

 

 

‘ Weighted Frequency = Facilitator -(Barrier+Not a factor) See Table D. 10A.
“ Narrative comments alter numerical ranking

87

An overview of the narrative comments provided by the respondents
is presented in this section. Each factor is discussed individually and

presented in the same order as Table 4.7.

Support from the Board of Governors: This factor was seen as helpful for
building support both internal and external to the university and thereby
ensuring that the resources were available to promote internationalization.
The Board was not seen to play an important role in the academic decisions

regarding internationalization.

Commitment by senior administrators: Comments such as "essential",
"very important", "indispensable", "without a strong commitment from
senior administrators internationalization cannot be achieved" indicate the

high degree of importance respondents assigned to this factor.

Faculty and_staif interest: All of the comments referred to the critical
importance of this factor. Examples of the respondents’ notes include "grass
roots enthusiasm for things international is vital", "an international
dimension cannot be achieved without the support and leadership of senior
faculty", "involvement of academic staff and consensus supporting

globalization is essential".

88

Presence of experienced personnel: Leadership and international
experience were acknowledged as very important so that a "nucleus of
committed and competent people could be enlarged to form a critical mass

of people" involved in and championing internationalization.

Supmrt from external agencies: The comment "ﬁnancial support is a major
factor in the current climate of ﬁscal constraint" captures the overall
reaction of the respondents about the need for external funding . For other
types of external support it was noted that this was "very important but

the most critical (support) issues are intra-institutional"

Existence of international ofﬁce: The "essential role" of an international
ofﬁce was illustrated by the comments that "we could hardly conduct or
even know about the variety of international activity here without the
International Centre". Others indicated that a centre had been recently set
up or was about to be set up thereby illustrating the importance attributed

to this factor.

Adeguate fpnding; While respondents noted that "many international
activities can be supported with limited funds" it was felt the it was
"essential to fund at least the co-ordinating ofﬁce". Many respondents

wrote that a shortage of funds is a major barrier to increased efforts to

89

internationalize or in other words. that adequate funding is essential and
a facilitator. Therefore, the numerical responses indicating that adequate
funding was a barrier should be interpreted as ’a lack of funding is a
barrier’, which in effect means that adequate funding is a facilitator. Thus.
the ﬁ'equency of response for adequate funding as a facilitator is low and
not an accurate reﬂection of the respondents’ thoughts. Table 4.7 notes
why adequate funding is ranked seventh in importance in spite of its

weighted frequency being lower than the factors ranked eighth or ninth.

Communication channels: The comment "most helpful but not

fundamental" Sums up the general reaction to this factor.

Public relations support: The value of publicity to "inform the university
and the outside community" was acknowledged but the actual level of

support from public relations ofﬁce seemed to be generally low.

Annual plans and budget: Observations on this factor indicated that while
it would be helpful to do so, internationalization is not "systematically or
explicitly" integrated into annual plans and budgets at the local academic

unit level.

 

90

@tence of Policy Statements: The central theme of all of the comments
was that "practice is more important than policy statements" or " policy
statements in themselves are not as important as action". There was
indication however, that policy is becoming increasingly important as
pointed out by this comment "we have operated without formal policy

statements but it is clear that they would be helpful."

Hiring, tenureI promotion policy: The general thrust of the comments

indicated that there was little formal acknowledgement given to
international activity. however: there is growing recognition that this must

change and some universities are currently addressing this issue.

Fund raising: The responses indicated that international activities have not
been "speciﬁcally targeted" in their overall university fund raising
campaigns but this is necessary if international activities are to be taken

seriously and expanded.

Interdisciplinarv nature of international scholarship: It was noted that
many international initiatives draw on expertise from many ﬁelds and
therefore need an interdisciplinary approach. However, because many
faculty are traditionally immersed in their own discipline effective

communication is needed to promote crossdisciplinary work. One

9 l
respondent summed up the situation well by stating that "interdisciplinary

nature is a medium barrier as is anything not conventional."

Decentralized approach to internationalization: Comments varied greatly
on this factor. Comments in favour of decentralization stated that
"decentralized approach builds in the commitment of staff from relevant
units who see this as their program not a program run by others" and that
a "decentralized approach better reﬂects the reality of the university
environment". Others indicated that "fragmentation can lead to problems"
and "in the long run, to be efﬁcient decentralization needs to be co-
ordinated". Reference was made to the interdisciplinary nature of
international work and that in this case decentralization is a "barrier to

interdisciplinary efforts".

Decentralized Astructure of the universitv: Again, the issue of
decentralization was considered to have both a positive and negative effect
on internationalization because it "shares responsibility, initiative and
participation but it also fragments responsibility and co-ordination". Others
noted that "it could be a barrier but can be overcome by organizing an
International Centre". In summary. "internationalization needs to occur at

local academic and administrative units within a broad policy framework."

92

Academic freedom: In general. academic freedom was considered to be
more of a facilitator than a barrier but both aspects were clearly pointed
out as illustrated by these comments. "Academic freedom is both a
facilitator, allowing faculty members to pursue international interests but
it is also a barrier in that those who are not interested must be convinced
or co-opted and cannot be asked to change their focus of interest." Another
perspective points out that "although academic freedom is very important
to the institution it works against establishing relationships with certain

countries that do not have a good record in recognizing human rights."

Incompatibility with puppose of universigg: The overall reaction to this

factor is captured by this comment "the basic premise of the statement is
not accepted" and therefore. it is not a factor. Others added that "if this
statement applies at any university. it would be a barrier" to the promotion

of internationalization.

Discussion

It is helpful to note that the top four factors related to the interest and
support of such different groups on campus as Board of Governors. senior
administrators, faculty and staff. This is strong evidence that commitment
to and support for internationalization are absolutely key and fundamental

to the process.

 

93
This ﬁnding supports Harari’s (1989) perspective regarding the

critical importance of commitment. both tangible and intangible. from
senior administrators. He also believes that faculty support and
involvement is essential and that a nucleus of 10-15% of all faculty
members is a realistic goal and large enough to form a critical mass. The
important role of an international ofﬁce acting as a catalyst for change as
well as providing a support and service role is also acknowledged by Harari
as is the necessity of internal and external funding and support. It is clear
that the ﬁndings of this study corroborate the major principles and steps
advocated by Harari as fundamental to internationalization.

The BCCIE Task Force Report on Internationalization (1993) stated
that commitment from senior leadership as well as faculty involvement and
support were two key features of successful internationalization efforts.
Audas (1989) recommended as a result of her research that leadership
needs to make a commitment to the importance of international dimension
and then establish the necessary administrative functions to
institutionalize the commitment. The ﬁndings from this study are also in
agreement with the research by Audas and BCCIE.

Of particular interest in Table 4.7 is the fact that policy statements.
annual planning and budgeting procedures, and acknowledgement in
promotion and tenure policy were ranked '10, 11 and 12 in importance.

This ﬁnding differs from the research study completed by Audas (1989), in

 

94

which she found that policy statements were essential to institutionalize
and implement the institution’s commitment to international education.
She has also suggested that a systematic review of policy and practice for
each area of international education is advisable.

The three factors with a weighted frequency near zero are worthy of
further discussion. Academic freedom. decentralized structure of the
university, and decentralized management approach to international
activities can be interpreted as having both a positive and negative
inﬂuence on internationalization. Judging ﬁ'om the written comments.
these factors would probably be the most controversial if debated by a
group of senior university administrators.

The issue of decentralization versus centralization is one of these
debatable issues. The written comments reﬂected both sides, the pros and
cons, of the issue. The responses showed that, in general, a decentralized
university structure can been seen as a positive element for
internationalization but with some cautionary notes. There was a difference
noted between a decentralized approach to international activities and the
decentralized structure of the whole university. It was perceived that a
decentralized approach to managing international activities was more of a
barrier than the overall decentralized structure of the university.

The overall sentiment regarding the decentralization approach to the

management of international activities was that implementation at the local

 

95

unit was acceptable and even preferable as long as there was some
coordination and monitoring at the university-wide level. If coordination is
deemed to be important. it may be more a question of the degree of
centralization or decentralization rather than an either/or question.

Aigner et a1 (1992) have examined this question of centralization
versus diffusion. They argue that diffusion. where responsibility for
management or administration is carried out by individual units and
departments across the campus does not mean that coordination,
cooperation, support and service can not still be done. Hands-on
management of activities can be done at a local level and the planning,
support, coordination and networking is done at an institute-wide level.
The ﬁndings of this study tend to support Aigner’s position.

According to the narrative comments. the interdisciplinary nature of
international scholarship, teaching and service was identiﬁed as another
factor having both a positive and negative inﬂuence on internationalization.
The issue here is that while international activities often lend themselves
to interdisciplinary efforts, there is still a general resistance to breaking
down the barriers that often exist between and among different disciplines.

Aigner et al (1992) concluded that interdisciplinary work may be a
possible or a preferred approach to many of the internationalization
activities but it must be fostered by cooperation and faculty must be

allowed to be interdisciplinary. not demanded to work this way.

96
PART SIX:

Summary of ﬁndings

A summary of the major ﬁndings for each of the ﬁve research
questions is presented in this section.

Meaning: Most respondents deﬁned or described internationalization
as either a process of integrating an international dimension into the
primary function of a university or as a set of speciﬁc international
activities. The activities which were seen as important elements of
internationalization included student mobility, curriculum, international
students. faculty mobility. international development projects and research.

Rationale: The two primary reasons identiﬁed in this study were the
preparation of students to be internationally knowledgable - and
interculturally competent and to address through scholarship, the
increasingly interdependent nature of the world (environmentally,
culturally, economically and socially). To maintain Canada’s scientiﬁc and
technological competitiveness and contribute to national security and
peaceful relation among nations were ranked as the least important
reasons.

Priorigg: lntemationalization was perceived to be a medium or high
priority for senior administrators of Canadian universities. There has been

increased interest in internationalization by senior administrators. faculty.

97

student and researchers during the last three years. It is perceived by
senior administrators that staff members have shown the smallest increase
in interest. Concrete evidence of the growing interest is heightened
awareness and new program development followed by new policy
development, increased resource allocation and new administrative
structures.

A high percentage of universities made reference to the international
dimension in their university mission statement and are involved in
strategic planning which includes international elements. In only half of the
institutions has there been a systematic review of policies to assess
internationalization activities. A

Major Actors: The people/positions that are perceived to play the
most vital role in the promotion and implementation of internationalization
are the President, International Liaison Ofﬁcer, Vice President-Academic,
Deans and Faculty members.

Q'ganizational Factors: The commitment and support of senior
adminstration. Board of Governors, and the faculty were identiﬁed as the
most critical factors facilitating the internationalization process. Adequate
funding and external support plus the existence of an international ofﬁce
with experienced personnel to support international efforts were the other
primary factors. Of secondary importance, were policy statements,

communication channels. fund raising efforts and public relations. The

98

controversial issues included the degree of centralization or
decentralization, academic freedom and interdisciplinary work.

The purpose of this chapter was to present the major ﬁndings of this
study and to discuss them in relation to other researchers’ work. The
following chapter will present a summary of these major ﬁndings, draw
conclusions, and discuss implications for research. Reﬂections of the

principal investigator on implications for practice will also be included.

CHAPTER V

SUMMARY OF FINDINGS. CONCLUSIONS.

[IMPLICATIONS AND REFLECTIONS

The purpose of this chapter is fourfold. The ﬁrst part summarizes and
discusses the major ﬁndings in relation to the ﬁve principal research
questions of the study and the related literature. The second part draws
conclusions from these ﬁndings and is followed by section three which
discusses implications for further research. The last part contains
reﬂections of the investigator on implications for practice in light of the

ﬁndings. conclusions and professional experience.

PART ONE:

Summary of Major Findings

The summary of the major ﬁndings is organized according to the
principal research questions of the study. The discussion of the major
ﬁndings is guided by the problem statement and purpose of the study as

identiﬁed in Chapter I.

99

100

1. What does internationalization of the university mean to Canadian
institutions of higher education?

The fact that internationalization means different things to different
people stood out as an obvious but important ﬁnding. Four different
approaches to describing internationalization emerged in this study. The
majority of senior administrators of Canadian universities described
internationalization as a set of international activities which included
student exchange programs, international students or curriculum. Others
described it as a process of integrating an international dimension into the
teaching, research and service functions of the university.

Another group deﬁned internationalization in terms of developing
such competencies as new knowledge, increased awareness or changed
attitudes about internationalism, intercultural issues and global
interdependence. The fourth approach. saw internationalization as the
development of an ethic or culture which valued international knowledge.
cultural and people exchange.

This diversity in. the interpretation of internationalization is
supported by the review of the literature in Chapter 11. While the breadth
of meaning illustrates the complexity of the concept it can also lead to
confusion about its purpose and importance. This could subsequently

result in a weakened sense of legitimacy and impact.

101
When asked to identify the most important elements of

internationalization, respondents listed over 30 different items. The most
common interpretation of ’element’ was as an academic activity as opposed
to an organizational factor such as policy statements. The ﬁve elements
most frequently mentioned were 1) student work/ study abroad; 2)
curriculum; 3) international students: 4) faculty exchange or travel
programs; and 5) international development projects. One of the most
interesting points was that foreign language study and area studies, two
activities which according to other researchers are usually closely
associated with internationalization, were ranked very low on the list of
important elements for internationalization.

It was interesting to note the consistency between the emphasis on
academic activities over organizational factors and the preferred approach
to deﬁning internationalization as an activity. This is supported in the

literature review in Chapter II.

2. What is the perceived rationale for internationalization of the
university?

The two reasons perceived to be most important were 1) to prepare
graduates and scholars who are internationally knowledgeable and

interculturally competent and 2) to address through scholarship, the

 

102

increasingly interdependent nature of the world (environmentally,
culturally, economically and socially).

Of the nine rationales considered in this study, the two identiﬁed as
least important were to maintain Canada’s scientiﬁc and technological
competitiveness and to contribute to national security and peaceful
relations among nations.

To maintain Canada’s economic competitiveness ranked ﬁfth in
importance in this study. This contrasted with the ﬁndings in the literature
review. The general consensus of the studies and Canadian reports
reviewed in Part One of Chapter II was that internationalization of the
higher education sector would and should help to maintain Canada’s
economic competitiveness and this was a primary reason for integrating an
international dimension into the major functions of the university.

The increasing interdependence of the world was ranked as the
second most important reason; in addition. it was a recurring theme in the
written comments throughout the whole survey. It was also interesting to
note that scholarship for world interdependence ranked higher than
research and scholarship for international and national issues. This fact,
coupled with the lower rankings attributed to other nationally oriented
reasons lead one to believe that internationalization is not undertaken for

nationalistic reasons.

103

3. Is internationalization perceived to have a low, medium or high
priority as an institutional goal?

Internationalization was perceived to be a medium to high priority by
the majority (82%) of the Canadian senior university administrators who
participated in the survey. During the past three years there has appeared
to be increased interest in internationalization on the part of senior
adrrrinistrators, faculty, students and researchers. Staff are perceived to
have shown the smallest increase in interest. Concrete evidence of the
growing interest was identiﬁed as heightened awareness and new program
development followed by new policy development, increased resource
allocation and‘ new administrative structures.

A high percentage (72%) of respondents made reference to the
international dimension in their university mission statements and many
(67%) were involved in strategic planning which included international
elements. Only half (51%) have done a systematic review of policies to
assess internationalization activities.

The existence of an internationalization policy was very low at the
college (33%). faculty (23%,) and departmental (15%) levels. These ﬁndings
are not consistent with the work of Audas (1991), who emphasized the

importance of policy statements.

104

4. Who are the major actors perceived as being important for
integrating the international dimension into the primary functions of
a university?

According to the results of this survey, the people whose position
played the most vital role in the promotion and implementation of
internationalization were the President, International Liaison Ofﬁcer, Vice
President-Academic, Deans and Faculty members. Furthermore. these
same ﬁve positions were identiﬁed in response to the questions that
addressed both ’who is’ and ’who should’ be taking a leadership position in
internationalizing the university campus. In the opinion of senior
administrators there was no difference between who is taking responsibility
and who should be taking responsibility. These are not very startling
ﬁndings given that it was senior administrators who completed the survey
and they would not likely perceive (or admit to) any discrepancy between

the role they are or should be taking with respect to internationalization.

5. What are the important organizational factors which are perceived
to affect the internationalization of a university community?

The commitment and support of senior administrators (especially the
president). the Board of Governors and the faculty were seen to be essential
factors for the internationalization process. Adequate funding, external

support as well as the existence of an international ofﬁce and experienced

105

personnel to support international efforts were the other critical factors. Of
secondary importance were such factors as policy statements,
communication channels. fund raising efforts. public relations, and
acknowledgement in promotion and tenure policy.

The more controversial factors were the degree of centralization for
the internationalization process and the question of academic freedom. The
sole issue that was not seen as relevant or important was the

incompatibility of internationalization with the purpose of a university.

PART TWO:

Conclusions

The conclusions presented in this section are drawn ﬁom the ﬁndings
discussed in Chapter IV and summarized in the previous section of this

chapter. They are organized according to the major themes of the study.

Meaning

The term internationalization means different. things to different
people. While recognizing the complexity of the term, a clear and focused
definition is needed in order to effectively advocate for and achieve

internationalization. A deﬁnition which differentiates it from other related

 

106
terms will also help to clarify the present confusion surrounding the

meaning of internationalization.

International education was most often deﬁned in terms of different
types of activities. Therefore, to distinguish international education from
internationalization, the investigator of this study has suggested that
internationalization be described as a process. The proposed deﬁnition,
which is both adapted and conﬁrmed from the ﬁndings of this study, is as
follows: internationalization of higher education is the process of integrating
an international dimension into the teaching/leaming, research and service
functions of a university. An lntemational dimension means a perspective.
activity or service which introduces or integrates an
lntemational/lntercultural/ global outlook into the major functions of an

institution of higher learning.

Rationale

I The imperatives for internationalizing a university are many and
varied. The top two reasons identiﬁed in this study were 1) to prepare
students who are internationally knowledgable and: interculturally
competent and 2) to address the interdependence among nations through
scholarship. These differ from the principal rationale proposed by the
national education groups in Canada and the researchers cited in Chapter

II which was to maintain Canada’s economic. scientiﬁc and technological

 

107

competitiveness. The senior administrators of Canadian universities tend
to see internationalization in terms of fundamental purposes of education
(scholarship and student learning) and not in terms of external issues or
agendas such as economic and technological competitiveness or national
security.

Given that this study identiﬁed ’preparing students to be
internationally knowledgable and interculturally competent’ as the primary
rationale for internationalization, it is important to think through what this
really means. What competencies (attitudes, values, insights, knowledge.
skills and interests) are needed to live, work. contribute to and beneﬁt from
an increasingly interdependent world? How does a university prepare
students (and for that matter staff and faculty) to have a general knowledge
of the larger world; an understanding of the important issues and the
individual cultures that constitute it both at home and abroad: an
awareness of the interdependence of these issues and cultures: and the
place of one’s own culture and country within this interdependent

relationship.

Importance
Senior academic administrators have shown increased interest and
commitment to internationalization during the last three years. This is

demonstrated by the fact that internationalism is being included in the

108

mission statement and in strategic planning exercises for the institution as
a whole. It has not been translated into policy statements at a local unit
level nor have new administrative structures been developed. At the current
time, it appears that the commitment to internationalization is evident in
institutional planning and some new program development, but it has not yet
been fully operationalized. At this stage of implementation, it appears that
policy development at the local level is following practice. rather than

informing it.

Organizational Factors
Four themes or categories of organizational factors emerged from an
analysis of the ﬁndings. The four different categories refer to the role and
importance that the different factors play in trying to integrate and
institutionalize an international dimension into the university’s activities
and culture. The categories are as follows: 1) factors identiﬁed as essential
and critical; 2) factors identiﬁed as helpful but not fundamental; 3) factors
identiﬁed as having both a positive and negative inﬂuence; and 4) factors
not affecting internationalization. The four categories, including the
individual factors in each category, are presented in Table 5.1.
Based on the information in Table 5.1, the most critical organizational
factors for internationalization are: 1) the commitment and support of senior

leadership. faculty and staff; 2) adequate funding plus support from external

109

agencies,- and 3) the presence of an international ofﬁce with experienced
personnel.

The factors which are Qf secondary importance include: 1) policy
statements,- 2) communication channels.- 3) public relations support, and; 4)
integration into annual plans and budgets of academic and administrative
units. These factors may be perceived to be of secondary importance because
of the stage of development of internationalization at Canadian universities
rather than the role they play.

Table 5.1 - Inﬂuence of Organizational
Factors on Internationalization (N=55)

 

 

"Factors identiﬁed as essential and Critical for internationalization " '

° Support of Board of Governors

° Commitment of senior administrators

° Faculty and staff interest

' Experienced personnel to implement international initiatives
' Support from external agencies

0 International ofﬁce

° Adequate funding

 

 

 

 

"internationalization

° Communication channels for informing/ reinforcing international
activities

- Public relations ofﬁce support

' Integration into annual plans and budgeting process for academic
and administrative ofﬁces

- Existence of policy statements

0 Acknowledgement of international experience in hiring/ tenure/
promotion policies

- Presence of international activities within university fund raising
efforts

 

 

 

 

llO

 

 

  
  
 

 

' tors identiﬁed as having both a positive and negative inﬂuence on
__internationalization ' . .

 

° Decentralized approach to management / implementation of

international initiatives

° An organizational culture which values academic freedom

° The decentralized structure of the university

' Interdisciplinary nature of international scholarship, teaching or
service

  

 

  

“recognized as a factoi' affecting internationalization

 

' Incompatibility of internationalization with the purpose of a university

 

 

 

PART THREE:

Implications for Research

The identiﬁcation of important elements for internationalization
merits further research. It would be very useful to know the rationale
behind why some activities are seen to be more important than others. For
instance, why international development projects are perceived to be more
important than research with international partners? Of greatest interest
is why foreign languages and area studies are seen as relatively
unimportant activities for internationalization by Canadian university
administrators.

If the most important reason to internationalize is to prepare

students to be internationally knowledgable and interculturally competent

 

111
then it is important to know what this really means and whether

internationalization has succeeded in developing the required knowledge
base and competencies. A national study is needed, similar to the one
conducted in the United States entitled "College Students’ Knowledge and
Beliefs: A Survey of Global Understanding" (Barrows et al, 1981), in order
to establish a benchmark of the current knowledge and competencies of
Canadian post-secondary students. The results of such a study would
guide the development of internationalization strategies and help to
determine the effectiveness of the strategies.

There are many different reasons why universities are expressing
increased interest in internationalization. More attention needs to be given
to the issues and rationale driving the current interest in and planning for,
internationalization. A national commission charged with investigating why
Canadian universities (and community colleges) are or should be
internationalizing will help to address the apparent discrepancy between
the expectation and reality of the diverse purposes of internationalization.
Such a commission would also draw more media attention to the issue and
perhaps additional government support.

This study only focused on how senior administrators perceived the
importance, meaning and rationale of internationalization. It would be

valuable to know how other constituency groups on a campus - such as

112

faculty members, staff or students - responded to the same questions on
importance, rationale and meaning.

The degree of centralization of the internationalization process is an
important and somewhat controversial issue which warrants further study.
Which functions are best centralized or decentralized and to what degree?
Key to this question is the role of the international ofﬁce in providing
support, advisory and coordination services. How does the international
ofﬁce relate to other administrative units and the academic departments on
campus? While the individuality of each institution must be respected, it
would be useful to have a better understanding of the role of an
international ofﬁce in the internationalization process and the appropriate
balance of decentralization or centralization of the policy. planning.
program implementation, monitoring and other functions.

A series of case studies on the development and implementation of
internationalization strategies in Canadian universities is needed. To date,
all published case studies have been on American universities and colleges.
While these studies have been enlightening, it is time to have an indepth
analysis of internationalization initiatives within the Canadian context of

higher education.

 

1 13
PART FOUR:

Reﬂections on Implication for Practice

In this section of the dissertation I am moving into the personal voice.
The purpose of part four is to express some of my thoughts and ideas based
on 1) the ﬁndings of this study, 2) other research I am conducting on the
subject of internationalization and 3) my professional experience and
present work preparing an internationalization strategr for Ryerson

Polytechnic University.

Conceptualization of the Study

The process of conceptualizing and writing the dissertation was both
a rewarding and frustrating experience. I understood the importance of
presenting this study in a coherent, cogent and conceptually tight
framework and I enjoyed the challenge of developing that ﬁ'amework.

. One of the most rewarding tasks was the analysis of the data. I
found myself very enthused and full of ideas and insights as I wallowed
pleasurably in my data. Never did I imagine that pouring over my analysis
sheets would be such a stimulating and challenging experience. Of course,
I had many more questions than answers and I felt the high one gets from

inquiry and research.

 

l 14
The high lasted until I faced the reality of trying to report the ﬁndings

that were most revealing and relevant to the stated problem. purpose and
research questions of the study. How could I present the data and the
conclusions in a clear and rational way so that the reader could easily
understand the ﬂow and signiﬁcance of the study?

I developed a simple ﬂowchart consisting of the ﬁve basic chapters of
the dissertation and the ﬁve principal themes or questions of the study. 1
colour coded the themes and proceeded to ensure that there was a logical
and linear ﬂow from the articulation of the problem and purpose to the
identiﬁcation of the ﬁve questions. I continued this logical ﬂow to the next
two chapters to ensure that the ﬁve questions were clearly and
appropriately addressed in the literature and methodologr discussions. By
the time I got to Chapter IV it made good sense to be consistent and follow
the structured and rational approach.

Then frustration set in. Did I have to follow the same linear, logical.
rational approach for drawing the conclusions and presenting the
implications? I balked and found it too limiting. I found myself saying ’so
what’ over and over again and my frustration mounted. Therefore to reward
myself, I would leave the computer and go for a ”.think A ’think’ meant no
linear structure imposed on my thoughts and the opportunity to look at the
big picture. I believe that the whole is greater than the sum of the parts;

I had to think about my ﬁndings in an integrated way. not by segments or

l 15
by theme. Then I began to literally draw pictures about how the ﬁndings

from one question related to another. I began to look at what I called the
macro issues and became alive with ideas. Instead of saying "so what", I
found myself saying "what if”. I would always return recharged to the
computer and feeling very positive about the ﬁndings and conclusions.

When I came to the blank screen entitled Conclusions, I faced a
frustrating dilemma. I owed it to my reader and to the integrity of the
study to respect the linear and logical ﬂow I had developed. I understood
the importance of summarizing the major ﬁndings according to the
principal themes and to presenting the conclusions in the same manner.
However, my preference was to present my macro or big picture thinking
as I was more challenged and passionate about these ideas than the others.
I had great difﬁculty trying to decide which approach I should adopt for
presenting my conclusions. The different approaches became labelled the
logical, linear approach for obvious reasons and the little bang approach
(with sincere apologies to Stephen Hawkins) because of the more holistic
or synergistic nature of the analysis.

The resolution of this dilemma is now obvious. The ﬁrst approach
was used to present the conclusions and implications in Part Two of
Chapter V and the second approach is used for this section entitled

Reﬂections on Implications for Practice.

116

In an attempt to look at the macro issues emanating from this study,
I have organized the ﬁndings. and my reﬂections on these ﬁndings, into two
models or at least conceptual frameworks. The ﬁrst model. entitled A
Framework for Internationalization Components, presents the major factors
and principles which need to be considered when developing an
internationalization strategy for a university.

The second model, suggests that the internationalization process
needs to be thought of as a continuous cycle, not a linear process. The
proposed Internationalization Cycle: From Innovation to Institutionalization
attempts to identify the steps or phases in the process of integrating the

international dimension into the university culture and systems.

A Framework for Internationalization Components

The review of the literature in Chapter 11 “showed that researchers
have identiﬁed a number of elements which play an important role in the
internationalization process. These elements were described in such
different ways as key ingredients, mechanisms, facilitators. barriers.
factors, steps. In most cases, the elements were different types of academic
activities, for example student exchanges or international students. In a few
cases, different researchers identiﬁed organizational factors as important

elements.

117

A comparison of the important elements or mechanisms identiﬁed in
the studies reviewed in Chapter II is presented in Table 5.2. A review of
Table 5.2 shows that academic activities are mentioned 24 times and
organizational factors are mentioned nine times. Principles were also
mentioned by a few authors but in some cases organizational factors were
included as principles.

Based on the information from the researchers presented in Table
5.2, the ﬁndings of this study. and my own experience of working in the
international ofﬁce of a university. I have developed a framework which
emphasizes the importance of differentiating between academic and
organizational factors. One of the main reasons for doing this is my belief
that internationalization needs to be entrenched into the culture. policy.
planning and organizational processes of the university so that itis not
seen or treated as a passing fad.

By only focusing on the academic or program activities one can
overlook the process issues. which are lrnportant to ensure that the
different activities reinforce each other. that they become central to the
mission of the universityand that strength lies in the whole being greater

than the sum of the parts, especially for impact. beneﬁt and leverage.

l 18
Table 5.2 Comparison of Internationalization Principles and Elements

 

 

 

 

 

 

 

RESEARCHER PRINCIPLES IMPORTANT ELEMENTS
Aigner et a1 0 service 0 leadership from administration+
1992 0 coordination 0 faculty involvement+
° cooperation 0 curriculum‘
0 small scale 0 foreign study and international
change exchanges‘
0 foreign students and scholars‘
0 technical cooperation and international
development‘
Scott 0 linkage of international and multicultural
1992 themes
0 integrated through curriculum‘
0 curricular and extra-curricular activities
included’
0 undergraduate teaching. training and
research‘
° external partnerships‘
Harari ° consensus ° curriculum and international education
1 989 0 integration exchanges‘
° centralization 0 organization and leadership+
0 internal support and external coalitions‘
0 creating an international ethos on
campus+
0 integrated planning/ strategic planning+
British ° leadership+ ° curriculum‘
Columbia 0 infusion ° faculty and staff development‘
Council for 0 faculty ° international student program‘
lntemational involvement+ 0 study/ work abroad and exchanges‘
Education 0 curriculum‘ 0 international projects‘
1993 0 strategic ° institutional linkages‘
planning and 0 community linkages‘
evaluation+
° resources+
Rahman and 0 commitment
Kopp ° centralization
1992 0 cooperation
Norﬂeet and 0 recruiting international students‘
Wilcox ° crating global awareness‘
1992 0 internationalizing the curriculum‘
0 study abroad and faculty exchange‘
0 community involvement‘
° institutional commitment‘

 

 

 

 

 

‘Academic Activity or Service
+Organizational Factor

119

The framework I have developed gives equal emphasis to academic
and organizational factors and identiﬁes principles for the creation of a
culture or climate supportive of internationalization. This framework is
presented in Table 5.3.

A comparison of Table 5.3 and Table 5.2 shows that there are a
substantial number of academic activities and organizational factors
common to both tables. In my opinion, this conﬁrms the importance of
these elements, but the proposed framework of Table 5.3 gives additional
weight and signiﬁcance to organizational factors and reinforces the fact that
internationalization should be seen as an ongoing and integrative process.

The four principles are included in Table 5.3 as concepts to guide the
process of integrating an international dimension into the primary
functions of a university. It may be argued that collaboration, innovation,
customization, and coordination are ways of working. I would agree with
this statement and add that these working styles should become the
guiding principles which help to create a supportive environment and to
institutionalize the process of internationalization.

There are other kinds of principles which could and should inform
the process. Examples of these types of principles could include: respect for
cultural diversity, crossdisciplinary focus. equity of access to opportunities.
It is not the purpose of this section to analyze these principles, only to

mention that they too are important and warrant further consideration.

120

Table 5.3 Framework for Internationalization Components

 

Academic Activities and
Services ‘

Organizational Factors

Principles to Guide the
Process

 

0 Student work/
research/ study
abroad programs

0 Curriculum innovation

° International students
and scholars

0 Faculty/ staff exchange
and mobility programs

0 International
development projects

° Joint research
initiatives

° International
institutional linkages

0 Foreign languages

° Area/thematic studies
5Community partnerships
°Intercultural training

°Extracurricular activities
and institutional services

 

0 Commitment and
support of senior
administrators and Board
of Governors

0 Support and
involvement of critical
mass of faculty/ staff
members

' International ofﬁce or
position with experienced
personnel to provide
advisory. coordination and
communication support

° Adequate funding and
support both internally
and externally

° Policy to encourage and
support local initiatives
within a broad
institutional policy
framework

° Appropriate incentives
and rewards for students.
staff and faculty

° Communication and
information exchange
mechanisms

 

0 Collaboration: that
working jointly with
others for mutual beneﬁt
reinforces and enhances
the outcomes of
internationalization.

° Customization: that
individual resources.
needs and goals of each
institution requires a
customized strateg.
Within an institution an
overall plan and purpose
needs to be developed for
implementation according
to speciﬁc objectives and
capacities of local units.

° Coordination: that a
centralized support
system for planning.
policy and information
sharing increases the
effectiveness of the
individual units
implementing
internationalization
activities.

° Innovation: that given
the nature of
international work.
entrepreneurial and
creative approaches
strengthen the
internationalization
process. .

 

include.

 

‘Refer to Chapter I for elaboration of what these categories of activities and services

 

 

121

In summary. it is proposed that when universities are developing an
internationalization strategy, there are three major sets of factors which
need to be taken into consideration: 1) the academic activities and services
to encourage student, faculty and staff participation: 2) the organizational
factors which will help to integrate internationalization into the university’s
administrative processes and structures; and 3) the principles which will
guide the process and create a culture which values and supports the

beneﬁts of internationalization.

The Internationalization Cycle: From Innovation to Institutionalization

A recurring question I had during the analysis of the data was, how
can universities translate what seems to be a strong commitment to
internationalization into a comprehensive but practical strategy which
integrates and institutionalizes the international dimension into the
university systems and values?

The development of such a strategy is a rather daunting challenge when
looked at from a holistic perspective. However. if one approaches it as a
series of steps which are interconnected and ﬂexible, it is possible to
conceptualize the process as a cycle. Figure 5.1 tries to capture the concept
of an internationalization cycle in a schematic format. The major phases are
l) awareness 2) commitment 3) planning 4) operationalization 5) review 6)

reinforcement.

 

122

 

   
    
   
   
   
 
  

1.

- of need, purpose
and benefits
internationalimtion
for students, staff

faculty, society

Awareness

   

  

‘ 6. Reinforcement

- develop incentives,
recognition and
rewards for faculty,
staff and student
participation

2. Commitment

0 by senior administration,
0 Board of Governors,

0 faculty and staff,

0 studen

 
 
 
  
    
        
        
           
   
 

5. Review

assess and enhance
quality and impact
of initiatives and
progress of strategy

4. Operationalize

0 academic activities - identif needs and
and services Hresonrcms y

- organizational factors ' purpose and objectives,
. use guiding principles . priorit'es

- strategies

3. Planning

  

 

 

Figure 5.1:
Internationalization Cycle

- Supportive Culture to Integrate lnternationalization

 

 

 

The proposed cycle has six phases which a university would move through

at its own pace. While it is clear that there is a sequence to the six phases,

it is also important to acknowledge the two—way flow that will occur

between the different steps. Each of the six phases is described in more

detail in the following sections.

 

123

1. Awareness: creating awareness of the importance and benefit of
internationalization for students. staff and faculty.

The review of relevant Canadian government and non-government
reports shows that internationalization has been on the higher education
agenda for the last four years. Senior administrators of Canadian
universities as well as national organizations representing the higher
education sector have acknowledged and called for increased attention to
be paid to the effects of globalization on Canada and the role of institutions
of higher education in responding to the issue of increasing
interdependence of nations. The awareness and interest of staff, faculty
and students was not the subject of this study but my professional
experience leads me to believe that they too are aware of the trend and are
ﬁnding that the age of electronic communication is opening the world up
to them and the classroom.

Awareness of the importance and impact of the issue is the ﬁrst step
but it is not enough. It is important to stimulate campus-widevdiscussions
on such topics as the need, purpose. strategies. controversial issues.
resource implications and beneﬁts of internationalization. Supporters and
nay sayers need to be heard. Internationalization touches all aspects of the
university and all constituencies need to be aware of the issues and be
heard. Internationalization cannot be owned by a small group. as it then

becomes marginalized and can be seen as an exclusive, rather than

 

124

inclusive, issue. Finally, awareness is not enough, it must be turned into

commitment.

2. Commitment: building commitment to the process of integrating
an international dimension into the teaching/learning, research and
service functions of a university.

The demonstrated commitment of senior leaders to the university
community is of critical importance. The commitment should be expressed
both in concrete ways and in symbolic ways. There is a often a perception
(or perhaps it is better labelled a misperception) that the commitment of the
leadership should be measured in terms of new funds allocated to support
a priority initiative. There is no question that additional funds would assist
internationalization efforts, but success stories from colleges - and
universities prove that much can be accomplished without major sources
of new funding. A great deal depends on attitude and commitment and
eventually recognitionand reward.

Strong and vocal support from a broad base of faculty. staff and
students is needed to complement the commitment from the senior
administrators and to convert commitment into planning strategies. While
the commitment from senior administration will lead the process. the real

engine of internationalization will be faculty and staff.

125

3. Planning: developing a comprehensive plan or strategy for the
internationalization of a university.

The timing for the development of this strategy is an important factor
as the commitment and involvement of a critical mass of supporters or
champions are prerequisites to develop a plan and operationalize it.

Clariﬁcation of the purpose and goal is a critical ﬁrst step. The
ﬁndings from this study show that there are a variety of reasons for
embarking on the internationalization journey. The reasons for
internationalizing, the intended outcomes, the unique features, resources
and needs of the organization need to be clearly assessed and factored into
a strategy. An internationalization plan tailored to build on the speciﬁc
interests, characteristics and objectives of the university has a better
chance of success than a general purpose strategy.

Planning needs to happen at several different levels. The university-
wide plan needs to demonstrate the priority and provide the framework and
direction. Thus the mission statement for the university plays a key role.
The ﬁndings of this study show that the majority of universities have been
successful in including a reference to the international dimension in the
mission statement. The next step is to translate this expression of
importance and intent into strategic and operational plans.

Special attention needs to be given to the centralization /

decentralization issue. It is extremely important to encourage. support and

   

126

sustain local level (academic department, administrative unit, interest
group, research centre) initiatives. This works best when it is done within
a broader plan and policy framework.

The ﬁndings of this study reveal that. in fact, there is currently little
policy development work being done at the local level. This is not what is
recommended by other researchers (Audas 1991), but it is often the way
organizational change occurs. Policy can be prepared to guide program
development. Policy can also be created in response to new initiatives being
implemented. In my opinion, the latter seems to be the case regarding the
development of policy for international activities on university campuses
across the country. The danger of generalization here is clear. but the
results of the survey seem to indicate that at the local level. practice is
stimulating policy; policy is not necessarily informing practice. This may
be indicative of the stage of development of internationalization and if
another survey is done in three years a completely different picture may
emerge.

Planning for internationalization will be unique to each university.
Unless it is a new university. all of the existing initiatives and interest
groups need to be taken into consideration. recognized and celebrated
where appropriate. Universities are not starting with a blank slate and it is
important to respect the constituencies of interests and expertise and build

on them. If not. turfdom may set in and then energl will be spent breaking

127

down barriers rather than creating communication channels and
collaboration modes.

The scope of internationalization is enormous and often optimism.
not realism, prevails. Setting realistic priorities and time frames are
important. A sense of movement and accomplishment generates support.
While the big picture (vision of an internationalized campus) is necessary,
it needs to be to be put into practical and achievable steps. This is the

operational plan.

4. Operationalization: implementing the different aspects of an
internationalization strategy and creating a supportive culture.
Academic activities and services, organizational factors and guiding
principles are the three components identiﬁed in the framework proposed
inTable 5.3, and which play a major role in this phase of the cycle. I think
it is fair to say that the development of academic activities and services are
obvious and essential parts of the process. The priorityland pacing of these
activities will of course depend on the resources, needs and objectives of
each institution. However, the organizational factors need to be considered
in tandem with the activities. Again, the priority and pacing of the
organizational factors will be speciﬁc to the goals. and stage of

implementation at each institution. Each operational plan must be

128

customized for the speciﬁc purpose, needs, resources and distinctive
features of the university.

The selection of academic activities and services included in Table 5 .3
is a comprehensive, but not necessarily complete, listing of program-related
initiatives for internationalization. Based on the ﬁndings of this study as

well as the activities identiﬁed by other researchers as outlined in Table
5.2, I would suggest that the key academic activities and complementary
services are the following: curriculum innovation; two-way mobility
programs for students. staff and faculty; intercultural and foreign language
training; joint research initiatives; and international development projects.

The listing of organizational factors and principles in Table 5.3 has
been developed from the studies reviewed in Chapter II and from the
ﬁndings of this study. It is probably true that all will have some relevance
to any university, but the importance. role and timing of each will be
individualized for each institution. I

It is rather self-evident that commitment from senior leaders is
critical for internationalization; this is true for any proposed realignment
of priorities or organizational change. Funding is helpful, but as has
already been said, much can be accomplished without major new capital.
In the current environment of decreasing resources and competing
priorities. one has to be practical and realistic about how to manage an

internationalization process without new money and perhaps with even less

129
money. New partnerships with private and public sector agencies plus

linkages with community groups are being formed to share and maximize
resources.

The establishment of an international office or a position dedicated
to international activities has been identiﬁed as a critical factor. A
designated position or ofﬁce demonstrates to the university community as
well as external partners the importance and commitment to international
affairs. Secondly, an international ofﬁce has the opportunity to have a
macro perspective of what is happening across the university and. how
different aspects could reinforce or complement activities.

Information exchange, advisory support, fund raising. advocacy,
policy development. training of faculty and staff, are but a few of the
different functions that an international ofﬁce coordinates or oversees in
the internationalization process. However, an international ofﬁce often
bears heavy responsibilities for international program development.
implementation and evaluation and does not have the resources, time or
mandate to take a holistic perspective on how the different pieces should
ﬁt into an university-wide plan.

The ﬁndings of this study conﬁrm the importance of an international
ofﬁce on campus. However, further research on the role of the international

ofﬁce in the development and operationalizing of a internationalization plan

130

(as opposed to individual international activities or services) is needed and

strongly recommended.

5. Review: assessing and continually enhancing the quality and
impact of the different aspects of the internationalization process.
The concept of review needs to be interpreted in two different ways.
In the more conventional sense. review means monitoring and assessment
of the value and success of individual activities as well as how they work
together in a complementary and mutually beneﬁcial way. This kind of
review or evaluation is extremely important when an organizational change
such as internationalization is underway. A review tries to ensure that the
objectives are being met in an efﬁcient and effective manner and that the
quality of the activity or service is meeting standards and expectations.
The concept of review also relates to incorporating
internationalization into the annual or biannual review and budgeting
process engaged in by academic departments and administrative units
across campus. This type of systematic review is necessary to integrate
internationalization into the regular administrative and academic systems
of the institution. This type of review is an audit to gauge the integration

and level of internationalization activity throughout the university.

 

131

6. Reinforcement: the reward and recognition of faculty and staff
participation.

In order to develop a culture which supports internationalization a
university must ﬁnd concrete and symbolic ways to value and reward
faculty and staff who are involved in this type of work. The importance of
internationalization work can be easily overlooked or misunderstood.
especially if the activities occur off campus or overseas.

For commitment to be sustained, it is important to build in incentives
and rewards. The culture of each university will determine the speciﬁc ways
to acknowledge and honour internationalization efforts. It is important to
poll faculty and staff for their own ideas on what helps or hinders their
contribution and sense of achievement in internationalization work.

This study dealt with the traditional reward system. that of tenure
and promotion policy. The ﬁndings showed that very few universities have
included criteria in such policies to acknowledge international work.
Furthermore. it was ranked as a helpful but not an essential factor.
Compared to senior level support, adequate funding and the existence of an
international ofﬁce one, can understand why it is of secondary importance.
In two to three years’ time. as universities move more fully into the
operational phase of the cycle, there will likely be more interest and
importance attached to internationalization in the faculty and staﬂ hiring

and promotion policies.

132

The process of internationalization is cyclical not linear.
Reinforcement and reward lead to renewed awareness and commitment.
A renewed and broader base of commitment leads to further planning
processes. This usually stimulates changes to existing programs or policies
and the development and implementation of new activities and services. A
continuous support. monitoring and review system attempts to improve

quality and involves incentives, recognition and rewards.

Last Words

The cycle of the internationalization process described in this section
attempts to build in opportunities for continual innovation as well as ways
to ensure that the international dimension is integrated and
institutionalized into the university culture and systems. The concepts of
innovation and institutionalization are not contradictory; they can
complement and reinforce each other. For those universities committed to
integrating an international dimension into their teaching, research and
service functions innovation and institutionalization are essential for

SUCCCSS.

 

APPENDICES

 

APPENDIX A

Survey Instrument

- English Version
° French Version

APPENDIX A - ENGLISH VERSION

AUCC QUESTIONNAIRE
INTERNATIONALIZATION OF CANADIAN UNIVERSITIES

PART ONE

1.

From your standpoint. what are the three most important reasons for promoting
and integrating an international dimension into the mandated mission of an
institution of higher education: (Please indicate the three most important reasons.
with ’1’ being the most important)

 

Prepare graduates and scholars who are internationally knowledgeable and
interculturally competent.

Help to maintain the economic competitiveness of Canada.

Ensure that research and scholarship address international and national issues.
Contribute to national security and peaceful relations among nations.

Acknowledge and reﬂect increasing ethnic and cultural diversity of Canadian population.

Address through scholarship. the increasingly interdependent nature of the world
(environmentally. culturally. economically. socially).

. Maintain Canada’s scientiﬁc and technological competitiveness.

Knowledge systems are or should be more international.

Contribute to social transformation processes in Canada and around the world.

 

 

 

Other

Other

Other
2. How would you weigh the priority given to internationalization. as an

institutional goal. by the senior administrators in your institution?
No Low Medium High
priority priority priority priority
Comments

 

 

 

 

133

134

3. Has there been a change in the priority given to internationalization of your institution
during the last three years? Please indicate. according to how you think each of the
following groups would respond.

Researchers

Senior Admini-
strators Faculty Staff Students
No change
Less interest
More interest
Signiﬁcantly more
interest
Comments

 

 

 

 

If there has been increased interest or priority given to the international dimension in
your institution. how has this been expressed?

Policy development

New program/ international
activity development

Increased resource allocation

General heightened awareness

Establishment of new administrative structure

 

 

 

 

 

 

 

 

 

 

Other
Comments
4. Is your institution involved in strategic planning that includes major

internationalization elements?

Yes No

Please elaborate.

 

 

135

5. Has there been in the past three years a systematic review of policies or practices
to assess the status of specific internationalization efforts or activities in your
institution?

Yes No

 

Please elaborate.

 

 

 

 

6. Is your institution actively involved in any of the following activities and are there

policy statements which address these different elements of internationalization?
Existence
Activity Level oﬁPolicy
Low High Yes No

0 Overseas international development activities

' International students

' Study. research. and work opportunities
abroad for Canadian students

0 Foreign language training

' Student exchange programs

0 Faculty/ staff exchange or mobility programs

0 Internationalization of the curriculum

° International contract education/training

° International development education activities
on campus

0 Joint research projects with international
partner/ s

0 Area studies research/ policy centres

° International academic agreements focussed
on document or equipment exchange

° Cross-cultural training and awareness programs

0 International/cross-cultural extracurricular
activities

- International conferences/ seminars

If yes please include a copy of the policy document(s) with your response.

Cements

 

 

 

 

136

7. Does your institution have a policy. operational procedure or administrative unit
through which the relationship of the different elements listed above is
addressed?

Policy Yes No
Operational procedure Yes No
Unit Yes No

Cements

 

 

 

 

8. Within your institution are there a) departmental, b) faculty, c) college level policy
statements regarding any aspects of internationalization?

a) Departmental level Yes No
b) Faculty level Yes No
c) College level Yes No

If yes please identify the department/ faculty/ college and include a copy of the document if
possible.

Comments

 

 

 

 

9. Does your institution have an overall mission statement which makes reference to
the importance of the international dimension in teaching. research and service?

Yes No

If your institution does not have a mission statement which addresses
internationalization why do you believe it has not been developed?

Comments

 

 

 

137

10. Please indicate the importance of each of the following major organizational
factors (either facilitators or barriers) affecting the integration of an international
dimension into the major functions of your institution?

 
 
 
 

  
 

  
 

2 is medium I
-3 is low '

. 215 medium
3313193.”;- .

 

Expressed
commitment by
senior
administrators

 

 

 

Strong interest
level among faculty
and staff

 

 

 

Existence of policy
statements

 

 

Adequate funding
allocation for
internationalization
efforts

 

 

Interdisciplinary
nature of
international
scholarship.
teaching or service

 

 

 

 

 

 

138

 

Facilitator
lag”; 61;,ng
, Importance)»
' "lgis high. ~35»-
.2 is mediti‘m'
.3 is low. 5'

  
  
 
  

 

 

Decentralized

implementation of
international
initiatives

 

Expressed support
by board of
governors

 

Existence of formal
communication
channels for

 

intematlonal related
activities

 

 

 

Presence of
experienced
personnel to
introduce or
implement
international
initiatives

 

Acknowledgement
of international
experience in
hiring/ promotion / te
nure policies

 

 

 

 

 

 

 

 

  

Existence of
ofﬁce/ centre to
provide support and
promote
collaboration among
various academic
and administrative
units involved in
international
activities

 

Access to support
from public relations
services of university
for promotion of
international
activities

 

Support from
external agencies
(i.e. provincial or
federal government
departments.
foundations.
associations or
business and
industry)

 

Integration of
international
dimension in annual ‘
plans and budgeting
process for academic
and administrative
offices

 

Decentralized
structure of the
university

 

 

 

139

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

An organizational
culture which
values academic
freedom

140

 

Incompatibility of
internationalization
with purpose of
university

 

 

Presence of
international
activities within
university fund-
raising efforts

 

 

Others

 

 

 

 

 

 

 

 

 

 

 

141

11. Who plays a key role in increasing your institution’s attention to the issues of
policy and practice regarding international dimension?

Major Role No Role

President

Vice-president academic

Vice-president research

Vice-president external

International liaison ofﬁcer

International student advisor

Study abroad coordinator

Area studies coordinators

Deans

Departmental chairs

Individual faculty/ staff

Students

Senate/ Board of governors

Registrar

Librarians

Student council

Other

 

 

 

.5.
5
O
H
0

 

Comments

 

 

 

12. In your opinion who should be taking a leadership or active role in promoting or
implementing an international perspective into the university community?

Please list the major actors (by position) and comment why they are important.

1.

 

Why

 

 

 

142

 

 

 

 

 

 

13.

In your own words. how would you describe or define internationalization of a
higher education institution?

 

 

 

 

 

 

 

 

14.

In your opinion what are the important elements/dimensions of
internationalization of higher education? (e.g. international students. curriculum.
mobility programs, international development projects etc.)

 

 

 

 

 

 

143

PART TWO

15. Does your institution:

17.

Require knowledge of a second language for

first degree graduation

Provide the opportunity for a term or year of study abroad

in any undergraduate program

Offer an undergraduate international business degree program
Provide short-term or summer courses for foreign

professionals

Provide briefing/cross-cultural orientation for Canadians
working/ studying abroad

Arrange work stages in foreign companies for Canadian students
Arrange work stages for foreign students in Canadian companies
Track careers of your intemational students after they

return to their home countries

Explicitly provide for participation in international

activities as part of faculty assessment.

Maintain alumni group abroad

Does your institution create formal links between the undergraduate
experience/ curriculum and international activities such as:

Faculty exchanges

International students/scholars on campus

Canadian students with international experience
(study.research.work abroad)

Canadian students with diverse cultural/ethnic
backgrounds

Overseas international development activities
International development education activities on campus
Joint international research/ policy analysis/ area

studies initiatives

Does your institution

make special efforts to attract international students by

- advertising abroad

- participating in international education fairs

- distributing promotional material abroad

- providing documentation to Canadian missions abroad
- using overseas alumni group

have an international student enrolment target as a percentage
of total enrolment

If yes, please indicate percentage

Yes
Yes
Yes
Yes

Yes
Yes
Yes

Yes

Yes
Yes

Yes
Yes
Yes

Yes

Yes
Yes
Yes

Yes
Yes
Yes
Yes
Yes

Yes

No
No
No
No
No

No

144

18. From your institution's perspective in which regions of the world are international
activities. a) increasing most rapidly at the present time, b) will have increasing

 

priority in the future?

Current Future
growth priority

° Africa

° Central and South America

° European Community

° FSU /CEE

° Mexico

° Middle East

° Paciﬁc Rim and Asia

° USA

Thank you very much for taking the time to complete this survey. Please indicate below who
filled out the responses and sign the appropriate agreement.

 

or President's signature

 

Name of individual completing survey

 

Title
Please return the survey not later than November 15. 1993 to the attention of:
Ania Wasilewski. Communications Coordinator. International Division. AUCC. 350 Albert Street.
Suite 600. Ottawa. Ontario KlR 181 Telephone (613) 563-1236 ext. 253 Fax (613) 563-9745

 

AGREEDENT

Our institution agrees to have the results of this survey used by the AUCC and by Jane Knight for
purposes of research on internationalization of Canadian Universities.

Yes No

01'

Our institution agrees to have this survey used only by the AUCC.

Yes

 

Name of institution

 

Date

 

 

 

PARTE UN

1.

APPENDIX A - FRENCH VERSION

QUESTIONNAIRE DE L’AUCC

INTERNATIONALISATION DES UNIVERSITES CANADIENNES

De votre point de vue. quelles sont les trois raisons les plus importantes pour
promouvoir et intégrer une dimension internationale dans l'énoncé de mission
d’un établissement d'enseignement supérieur : (Veuillez nume’roter vos raisons, 1
étant la plus importante)

Préparer des diplémés et des chercheurs bien informés de la réalité
intemationale et connaissant les autres cultures.

Contribuer a préserver la compétitivité économique du Canada.

Veiller 51 ce que la recherche et l'activité intellectuelle tiennent compte des
questions internationales et nationales.

Contribuer a la sécurité nationale et a la paix dans les relations entre les
nations.

Reconnaitre et refléter la diversité ethnique et culturelle touj'ours plus riche de
notre population.

Se pencher. sur le plan intellectuel. sur le caractére de plus en plus
interdépendant du monde (environnement. cultures. économies. sociétés).

Préserver la compétitivité du Canada en sciences et technologies.
Les systémes de savoir sont ou devraient étre plus internationaux.
Contribuer au processus de transformation sociale au Canada et dans le monde.

Autre

 

Autre

 

Autre

 

Quel poids donneriez-vous au rang de priorité que les principaux administrateurs
de votre université accordent a l'internationalisation en tant qu'objectif de
l'établissement?

Falble Moyen Elevé

145

146

Commentaires

 

 

 

 

Le rang de priorité accordé a l'internationalisation de votre établissement a-t-il
changé depuis trois ans? Veuillez indiquer comment chacun des groupes ci-

dessous répondrait.

Princ. adminis-
trateurs

Pas de changement
Moins d'intérét
Plus d'intérét
Beaucoup plus
d'intérét

Commentaires

Professeurs

Employés Etudiants

Cher-
cheurs

 

 

Si le degré d’intérét ou de priorité a augmenté, comment cela s'est-il manﬂ'esté?

Formulation de politique

Nouveau programme on activité
internationale

Affectation des ressources

Meilleure sensibilité générale

Etablissement d’une nouvelle
structure administrative

Autre

Commentaires

 

 

 

 

 

 

 

 

Votre université inclut-elle dans une planification stratégique d'importants

elements d'internationalisation?

Oul Non

147

Veuillez donner des détails.

 

 

 

 

Depuis trois ans, y a-t-il eu un examen systématique des politiques ou méthodes
pour évaluer l'e’tat des efforts ou activités spécifiques d'internationalisation de
l'établissement?

Oul Non

 

Veuillez donner des détails.

 

 

 

 

Votre établissement est-il actU dans une des activités ci-dessous et a-t-il des
'énoncés de politique a l'égard de ces different éléments d'internationalisation?

Existence
Degre’ d’activité d’une mlitique
Faible Elevé Oul Non

0 Travaux de développement international in l'étranger
° Etudiants étrangers
° Séjours d'études. de recherche ou de travail a l'étranger
pour étudiants canadiens
0 Formation des langues étrangéres
° Programmes d‘échange d'étudiants
0 Programmes d'échange ou de mobilité
de professeurs ou d’employés
° lntemationalisation du programme d'études
° Etudes ou formation internationales contractuelles
° Activité d'éducation au développement intemational
sur le campus
° Projets de recherche conjointe avec des partenaires
étrangers
° Centres d'études régionales
- Accords intemationaux pour l’échange
de documentation on d'équipement
° Progammes de formation et de sensibilisation
transculturelles
° Activité extrascolaire internationale ou
transculturelle
° Conférences/ séminaires intemationaux

 

 

 

 

 

 

 

 

 

 

llHlllHlllH

llllHlHllll

 

1 48
Si oul veuillez joindre copie de l'énoncé de principe a votre réponse.

Commentaires

 

Votre université a-t-elle une politique. une procedure ou une unité administrative
qui veille a mettre en rgpport les diﬂ'érents éléments ci-dessus?

Politique Oul Non
Procedure Oui Non
Unité Oul Non
Commentaires

 

 

 

Y a-t-il chez vous des énoncés de principe a) départementaux. b)facultaires, c)
collégiaux sur des aspects quelconques de l’internationalisation?

 

 

a) Départements Oul Non
b) Facultés Oul Non
c) Colleges Oul Non

 

Si oul veuillez nommer le département. la faculté ou le college et joindre si possible copie
du document.

Commentaires

 

 

Avez-vous un énoncé de mission general dans lequel est mentionnée l'importance
de la dimension internationale dans l'enseignement. la recherche et le service a la
collectivité?

Oul Non

Si aucun énoncé de mission ne mentionne l'internationalisation, pourquoi croyez-
vous qu’on ne l'ait pas fait?

Commentaires

 

 

149

10. Quels sont selon vous les grands facteurs organisationnels [favorables on non) qui
inﬂuenceront l'intégration d'une dimension internationale dans les principales
fonctions de votre établissement? Veuillez indiquer l'importance de chacun.

    

Engagement
exprime’ par des
administrateurs
supérieurs

 

 

Degré d'intérét
élevé des
professeurs et
employés

 

 

Existence
d'énoncés de
principe

 

 

Financement
suffisant des
initiatives
d'internationalisatio
n

 

 

Nature
interdisciplinaire
de la recherche. de
l'enseignement ou
du service
international

 

 

 

 

 

 

 

 
  
  
 

 

 

150

    

Optique
décentralisée de la
gestion ou de
l'exécution des
initiatives
internationales

 

 

 

Appui exprimé par
le conseil
d'administration

 

 

 

Existence de voles
de communication
fonnelles pour
documenter et
renforcer l'activité
intemationale

parallele

 

 

 

Presence de
personnel
expérimenté pour
presenter ou
exécuter les
initiatives
internationales

 

 

 

Reconnaissance de

dans la politique
d’engagement.
d’avancement ou de
permanence

 

 

 

 

 

 

 

 

  

Existence d'un
service ou centre qui
assure un soutien et
favorise la
collaboration entre
les services scolaires
et administratifs
engages dans
l'activité
intemationale

 

Acces a l'aide du
service des relations
publiques de
l'université pour la
promotion de
I'activié
internationale

 

Soutien
d'organismes
externes (c.-a-d.
ministeres
provinciaux ou
fédéraux.
fondatlons.
associations.
commerce et
industrie)

 

Integration d’une
dimension
internationale dans
les plans annuels et
la budgétisation des
services scolaires et
administratifs

 

Structure
décentralisée de
l'universite

 

 

 

151

  

 

 

 

 

 

 

 

 

 

 

 

 

 

    

Culture
d'organisation qui
attache de la valeur
a la liberté
d'enseignement

 

Incompatibilité de
l'internationalisation
avec la mission de
I'université

 

Presence d'activités
internationales dans
le campagne de
levées de fonds de
I'université

 

Autres

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.

12.

153

Quijoue un role clé dans la sensibilisation de votre e’tablissement aux questions
de politique et de pratique en matiére de dimension internationale?

Recteur

Vice-recteur. enseignement
Vice-recteur. recherche

Vice-recteur. aﬂ'. extérieures

Agent de liaison internationale
Conseiller des étudiants étrangers
Coordonnateur des études a l'étranger
Coordonnateurs des études régionales
Doyens

Directeurs de départements
Professeurs ou employés

Etudiants

Conseil d'univ. ou conseil d’administration
Registraire ou secrétaire général
Associations étudiantes
Bibliothécaires

Autre

 

 

Commentaires

 

E
o
E
h-
a
E
w
2‘)
o
o
E
b
E

 

 

 

 

De votre point de vue. qui devrait prendre la direction ou un ro‘le actif pour
promouvoir ou introduire une perspective internationale dans la communauté

universitaire?

Enumérez les principaux acteurs (par importance) et dites pourquoi ils sont importants.

1.

 

Pourquoi

 

2.

 

Pourquoi

 

154

3.

 

Pourquoi

 

4.

 

Pourquoi

 

5.

 

Pourquoi

 

13. Dans vos propres termes, comment se décrit on se de’ﬁnit l'internationalisation
d’un établissement d'enseignement supérieur?

 

 

 

 

 

 

14. Quels sont a votre avis les elements on dimensions d’importance pour
l’internationalisation de l'enseignement supe’rieur? (p. ex. les étudiants étrangers.
le programme d'études. les programmes de mobilité etc.) '

 

 

 

 

 

 

155

PARTIE DEUX

15. Votre établissement :

16.

Exige-t-il la connaissance d‘une langue seconde pour obtenir un grade de

premier cycle? Oul_ Non_
Offre-t-il la possibilité de passer une période ou année d’études
a l‘étranger dans un programme de premier cycle? Oui Non_

Oﬂ're-t-il un grade de premier cycle en commerce international? Out: Non_
Donne-t-il des cours de courte durée ou d'été pour

professionnels étrangers? Oul_ Non_
Donne-t-il une preparation ou orientation transculturelle aux Canadiens

qui vont travailler ou étudier a l‘étranger? Oul_ Non_
Organise-t-il des stages dans des entreprises étrangéres

pour étudiants canadiens? Oul_ Non_
Organise-t-il des stages pour étudiants étrangers dans

des entreprises canadiennes? Oul_ Non_
Suit-i1 la carriere de ses étudiants étrangers aprés leur retour

dans leur pays? Oul_ Non_-_
'l‘ient-il compte explicitement de la participation au développement

dans I'évaluation des professeurs? Oul_ Non_
Maintient des associations d'anciens a l‘étranger? Oul_ Non_

Votre établissement établi-t-il un rapport formel entre le cursus de premier cycle et
la dimension internationale de l'expérience comme

Les échanges de professeurs Oul_ Non_
La presence d'étudiants et de chercheurs étrangers sur le campus Oul_ Non_
Les étudiants canadiens ayant une experience intemationale Oul_ Non_
(études. recherche. travail a l‘étranger)

Les étudiants canadiens d'origines et de cultures diverses Oul_ Non_
L'activité de développement international a l'étranger Oul_ Non_
L'éducation au développement international sur le campus Oul_ Non_

Les initiatives concertées d'études régionales. de recherche
ou d'analyse de politiques Oul_ Non

156

17. Votre établissement

° fait-il des efforts particuliers pour attirer des étudiants étrangers par
- la publicité a l‘étranger Oul_ Non_
- la participation aux salons intemationaux de l'éducation Oul_ Non_
- la distribution de materiel promotionnel a l’étranger Oul_ Non_
- l'envoi de documentation aux missions canadiennes a l'étraﬁger_ Non_
- l’appel aux groupes d‘anciens étudiants a l'étranger Oul_ Non_
° ﬁxe-t-il un nombre d'étudiants étrangers comme pourcentage
de l’effectif total Oul_ Non_

Si oul. veuillez indiquer le pourcentage

18. Du point dc vue de votre établissement. dans quelles regions du monde l'activité
internationale a) s'étend-elle le plus rapidement pour le moment b) et aura-t-elle
un rang de priorité de plus en plus élevé dans l'avenir?

Croissance Priorité
actuelle future

 

° Afrique

° Amérique centrale et du Sud
° Communauté européenne

° ex-URSS-CEE

° Mexique

° Moyen-Orient

° Bassin du Pacifique et Asie

- E.-U.

 

Signature du recteur
ou

 

Nom de la personne qui répond

 

Titre
Je vous remercie d’avoir pris le temps de répondre a notre questionnaire. Veuillez le retoumer.
au plus tard le 17 novembre 1993 a l'attention de : Mme Ania Wasilewski. coordonnatrice en
communication. AUCC. Division internationale. 350. rue Albert. suite 600. Ottawa (Ontario) KlR
lBl Téléphone (613) 563-1236 poste 253 Télécopieur (613) 563-9745

 

157

CONVENTION

Notre établissement accepte que les résultats de l’enquéte soient utilisés par l’AUCC et par Jane
Knight dans sa recherche sur l'internationalisation des universités canadiennes.

01.1

Notre étabiissement accepte que l’enquéte soit utilisée uniquement par l’AUCC.

Oui

 

Nom de l’établissement

 

Date

 

APPENDIX B

LETTER OF INTRODUCTION
AND
AGREEMENT

° English Version
- French Version.

 

APPENDIX B - ENGLISH VERSION
LETTER OF INTRODUCTION AND AGREEMENT

October 25, 1993
1..

2")

Enclosed you will find a questionnaire on Internationalization of Canadian Universities. This
survey complements and builds on the globalization survey which AUCC conducted two years
ago in preparation for the AUCC 1991 Annual General Meeting in Kingston, Ontario and
which has been widely reported on in University Aﬁairs and in the Winter/Spring 1992 issue
of Uniworld. A periodic survey of this type was strongly endorsed by the Annual General
Meeting participants in 1991.

Part One of this 1993 survey includes questions on organizational and management issues and
how they relate to fostering and integrating an international dimension into the university
community. Part Two addresses some of the program considerations involved in
internationalizing a campus. Both parts intentionally include questions similar to the previous
survey in order to track changes and trends across Canadian universities over time.

For the purposes of this survey "internationalization of higher education" is interpreted to mean
the process of integrating an international dimension into the primary functions of a university:
teaching, research, service. .

The information obtained from these surveys helps to assess the status of internationalization
efforts across the country and to identify the issues of concern. It also helps AUCC, especially
the International Division, to guide its program, publications, workshops, and activities and to
provide support to the new Standing Advisory Committee on International Relations which
will be developing a Canadian university position on internationalization.

AUCC staff collaborated with Jane Knight from Ryerson International in the development of
this survey. On the last page of the questionnaire you will find a consent form which will
allow the results of this survey to be used by the AUCC and by Ms Knight for her dissertation
research on internationalization of Canadian universities. It is estimated that it will take 20-30
minutes to respond to the questions in the survey. Your cooperation in completing the
questionnaire and agreeing to have it used for both purposes is greatly appreciated. Full

anonymity will be respected in reporting the results of the
.../2

158

159
-2-

survey: we are interested in the collective picture from across the country, not
the individual institutional level. The survey is aimed at collecting the
impressions of senior university administrators. If someone other than yourself
responds to the survey. please indicate so in the space provided at the end of
the questionnaire. We anticipate that the results of this poll will be made
available to you in early 1994.

If you have any questions or comments on the survey or internationalization in
general please contact Ania Wasilewski. communications coordinator in the
International Division of the AUCC. We would appreciate your completed
survey by November 17, 1993 at the latest.

Yours sincerely.

Eva Egron-Polak
Director
International Division

Encl.

APPENDIX B - FRENCH VERSION

LETTER OF INTRODUCTION AND AGREEMENT

Le 25 octobre 1993

1..
2..

Vous trouverez ci-joint un questionnaire sur l’internationalisation des universités canadiennes.
Notre enquéte compléte et prolonge le sondage sur la mondialisation que l’AUCC a effectué il
y a deux ans, préalablement a l’assemblée générale de 1991 5 Kingston, Ontario, sondage
auquel Affaires Universitaires et le numéro hiver-printemps 1992 d’Unimonde avaient fait
largement écho. L’idée de tenir périodiquement une enquéte de ce genre avait recueilli
beaucoup d’appuis parmi les participants a l’assemblée générale annuelle.

La premiére partie de l’enquéte de 1993 groupe des questions sur des sujets d’organisation et
de gestion et leur interaction avec la promotion et a l’intégration d’une dimension
internationale dans la communauté universitaire. La deuxieme partie porte sur certaines
considerations de programmation liées a l’internationalisation d’un campus. Nous avons
intentionnellement inclus dans les deux parties des questions semblables a celles de l’enquéte
précédente aﬁn de cemer l’évolution et les tendances dans les universités entre les deux.

Pour les besoins de l’enquéte, «intemationalisation de l’enseignement supérieure» s’entend
dans le sens d’inte’grer une dimension internationale dans les principales fonctions de
l’université : enseignement, recherche, service a la collectivité.

Les réponses aux enquétes permettent d’e’valuer or) en sont les efforts d’intemationalisation a
l’échelle du pays et de cemer les sujets de preoccupation. Elles aident aussi a orienter les
programmes, publications, colloques et autres travaux de l’AUCC et surtout de la division
internationale. Elles servent également d’appui au Comité consultatif permanent des relations
internationales lors de la preparation de la position des universités canadiennes sur

l’internationalisation.
.. ./2

160

161
-2-

Le personnel de l’AUCC a collaboré avec Mm“ Jane Knight de Ryerson International a la
construction du questionnaire. A la demiére page, vous trouverez un formulaire de
consentement par lequel on autorise l’AUCC et

M“ Knight 5 utiliser les réponses, cette derniére dans sa recherche pour un mémoire sur
l’internationalisation des universités. Nous pensons qu’il faut de 20 a 30 minutes pour
répondre aux questions. Votre participation et votre accord sur la double utilisation des
résultats nous seraient précieux. L’anonymité sera intégralement respectée dans le rapport qui
suivra l’enquéte; nous cherchons a faire 1e panorama de la situation au pays, et non au niveau
de chaque établissement. Le but de l’enquéte est de compiler les commentaires des
gestionnaires universitaires. Si vous ne répondez pas vous-memes au questionnaire, veuillez
l’indiquer a la ﬁn du formulaire. Nous croyons pouvoir vous communiquer les conclusions de
l’enquéte vers le début de 1994.

Pour toute question ou tout commentaire sur l’enquéte ou sur l’internationalisation en général,
priere de communiquer avec Mme Ania Wasilewski, coordonnatrice en communication a la
division internationale de l’AUCC. Nous aimerions que vos réponses nous parviennent au plus
tard 1e 17 novembre.

Agréez, Révérend Pére, mes salutations les meilleures.

La directrice,
Division internationale

APPENDIX C

List of Respondents’ Universities

APPENDIX C

LIST OF RESPONDENTS’ UNIVERSITIES

Completed surverys were received from representatives of the following universities:

Acadia University

Brock University

University of Northern British Columbia

Carleton University

Concordia College

Dalhousie University

Ecole des Hautes Etudes Commerciaies

Huron College

King's College

The King‘s College

University of King’s College

Laurentian University

Université Laval

Lakehead University

University of Lethbridge

McGlll University

McMaster University

University of Moncton

Mount Saint Vincent University

Nova Scotia College of Art & Design

Ontario Institute for Studies in Education

Université d'Ottawa

Ecole Polytechnique de Montréal

Université du Québec

Université du Quebec 21 Chicoutimi

Université du Quebec 21 Hull

Université du Québec a Montreal

Université du Quebec Ecole de
Technologie Supérleure

Queen's University

Royal Roads Military College
Ryerson Polytechnic University
College Universitaire St. Boniface
St. Francis Xavier University
Saint Mary’s University
University Saint-Paul

St. Thomas University

University of Sherbrooke

Trinity Western University
University of Western Ontario
Wilfrid Laurier University
University of Alberta

University of Winnipeg

The University of Calgary
University of Guelph

University of Toronto

University of College of Cape Bretton
Mount Allison University
Université du Quebec a Romouski
University of Windsor

York University

University of Regina

University of New Brunswick
University of Victoria

University of Waterloo

Trent University

Simon Fraser University
University of Saskatchewan

Representatives of the following universities responded but did not complete the

survey:

Université de Montréal

Royal Military College of Canada
University of St. Jerome’s College
Thomas More College

162

University of Prince Edward Island

Redeemer College

College dominicaine de
philosophic et de theologie

APPENDIX D

Tables D.1 - D.14

Presentation of Data

APPENDIX D

PRESENTATION OF DATA

 

Table D.1- Presentation of Data for Question 1

 

From your standpoint what are the three most imp.)

Sprmvnoting and integrating an international dirnensiOn
' mission ofan institution of higher education. " ,

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N = 57
Frequency of Response
Variable
# 1 It 2 # 3 / Total 96 of N
Prepare graduates and scholars 28 15 2 9 54 95
Maintain economic 1 4 4 5 14 25
competitiveness of Canada
Address national and 2 6 6 1 15 26
international issues through
research
Contribute to national security - - l l 2 3
and peaceful relations among
nations
Acknowledge ethnic and cultural 2 3 7 2 14 25
diversity of Canada
Address Interdependent nature 8 14 10 5 37 65
of world through scholarship
Maintain scientiﬁc and technical 1 3 3 1 8 14
competitiveness of Canada
Knowledge systems should be 5 l 5 2 13 23
more international
Contribute to social 1 3 5 3 12 21
transformation in Canada and
elsewhere
Others 1 - l - 2 3
/ indicates respondents used a check mark instead of a number ranking

 

163

 

164

Table D.2 - Presentation of Data for Question 2

N = 55
Variable ﬁequency
no priority 4
low priority 14
medium priority 47
high priority 35

Table D.3 - Presentation of Data for Question 3

Senior
Admin. Faculty Students Researchers

N=57 N=56 - N=55 N=55

Variable freq. 96 freq. . . freq.

less interest - - -
no 9 1 6 6 l 3

more 27 47 44 32
interest

signiﬁcant 21 37 10

‘ Table D. 4- Presentation of Data for Question 4

 

 

. emationahzation elements?" '

 

 

 

Variable Frequency 96 of N

 

yes - strategic planning 37 67

 

 

 

no - strategic planning 18 33

 

 

 

165

I Table D.5 - Presentation of Data for Question 5 I

, in ice Die 9111.:

   
 

 

 

 

 

 

 

 

Variable Frequency 96 of N
yes - systematic review 29 51
no - systematic review 28 49

 

Table D.7 - Presentation of Data for Question 7

Procedure
N=5 7
% Freq.
39 31
61 26

Table D.8 - Presentation of Data for Question 8

Departmental Faculty College

Variable N=52 N=51 N=48
Freq. Freq. 96 Freq.
a 12 23 16

44 39 76 32

yes - policy
no - policy

 

166

I Table D.9 - Presentation of Data for Question 9 I

 

 

N=54

 

Variable Frequency 96 of N

 

yes - mission statement 39 72

 

no - mission statement 15 28

 

 

 

 

 

167

 

    
 

Table D. 10A- Presentation of Data for Question 10

I“ consider to be major organizational factors (either facilitator
i or; barriers) (meeting the integrating of an international dimension into the
, major functions of your institution? .

   
  
 

 

   

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N: 56
Facilitator Barrier Not a
Factor Weighted
Organizational Factor Freq. Freq. Freq. Freq.‘
Commitment by senior 55 5 1 49+
administrators
Faculty/ staff interest level 54 5 2 47+
Existence of Policy 42 8 10 24+
statements
Adequate Funding 48 22 2 24+
Interdisciplinary Nature 43 8 8 27+
Decentralized management 27 20 11 -4
approach to int activities
Board of Governors support 69 5 14 50+
Communication channels 42 1 1 4 26+
Experienced international 49 9 3 37+
managers / leaders
Acknowledgement in 34 9 14 1 1+
promotion. tenure policy
International ofﬁce 46 7 6 33+
Public Relations Ofﬁce 42 8 10 26+
Support
External agency support ‘48 10 3 35+
Integrated into annual plans 42 7 10 25+
and budgets
Decentralized structure of 33 16 20 -3
university
Academic Freedom 7 18 32 0
Incompatible with mission of 7 18 32 -43
university
1n Fund Raising Campaign 32 10 14 8

 

 

 

 

 

 

 

‘ Weighted Frequency = Facilitator -(Barrier+Not a factor)

168

 

Table D.1OB - Presentation of Data for Question 10

 

 

”What do you consider to be major organizational factors [eitherfacilitators
of barriers) affecting the integrating of an international dimension into the
I majorﬁmctions of your institution? . , _ .

 

 

 

 

 

essential

°grass roots enthusiasm for
things international is vital
-crucial

°essentia1

°varies enormously from area
to area and faculty to faculty
member

'an international dimension
cannot be achieved without
the support and leadership of
senior faculty

°need very enthusiastic and
committed faculty

'exists but needs to be
fostered

 

 

FACTOR FACILITATOR BARRIER NOT A
FACTOR
Expressed °essentia1
commit- °very important
ment by °a necessity
senior 'indispensable
administra- °international activities
tors cannot be developed with out
the recognition of the senior
administrators
°essential
'without a strong
commitment from senior
administrators
internationalization cannot
be achieved
Faculty and °involvement of academic
staff staff and consensus
interest supporting globalization is

 

 

169

 

 

 

 

Policy °practice more important °policy being
statements than policy statements developed
°policy statements in °we have operated
themselves are not as without formal
important as action policy statements
°he1pful but not critical but it is clear they
°critically important as would be helpful
framework to guide
institutional behaviour and
set priorities
°is becoming increasingly
important
°needed
Adequate °many international activities this is THE major
Funding can be supported with barrier to
limited funds increased efforts
°both facilitator and a barrier °shortage of funds
°essential to fund at least the °barrier to
co-ordinating oﬂice expansion and
°needed development in
°funding has increased present funding
°currently we have a small crisis
budget which is used to °1ittle internal
promote institutional money is allocated.
development new external
money must be
obtained
0constraints to
resources within
the university
limits our ability to
internationalize
lnterdiscip- 'draw on expertise from °a medium barrier
linary many fields as is anything not
nature °this helps us benefit from conventional
of inter- an academic environment °unfortunate1y
national which encourages there are still
scholarship interdisciplinary work many faculty who

 

°desirable but not essential
in all cases

°depends on effective
communication
°international projects need
interdisciplinary approaches
in many cases

°not all disciplines are
international

 

are reluctant to
become employed
in interdisciplinary
activity ‘

 

 

 

170

 

 

 

 

Decentral- °builds in the commitment of °fragrnentation can is not a major
ized 1 staff from relevant units who lead to problems factor or
approach to see this as their program not °a weak barrier as barrier to
manage- programs run by others co-ordination is international-
ment of °a mild facilitator as more difﬁcult ization
internation- individual initiative is not °decentralization is
alization hampered best at the macro
initiatives ’one approach but not the or organizational
only one. it is the one we level as activities
use. are managed by
°in the long run. to be local units.
efficient decentralization However, co-
needs to be co-ordinated ordination and
monitoring is
needed.
°more coordination
needed
barrier to
interdisciplinary
efforts
°decentralized
approach better
reﬂects the reality
of the university
environment
Support by °will normally follow from
board of strong commitment
governors 'this helps build community
support as well as ensuring
that resources are available
°hardly a factor in purely
academic decision-making .
But great interest.
°board is supportive
'to date the Board has not
been directly involved
°needed
Existence of 'this is important in giving 'this is not an
formal an institutional sense of issue
communica direction °we should
tion °most helpful but not have such a
channels fundamental mechanism

 

°more emphasis will be
placed on this issue in the
near future

°important but not yet in
place as we would like

 

 

 

 

171

 

 

 

 

 

Experienced °leadership and experience °a function of size °we are in the
personnel are important midst of

'terribly important as a changing this

nucleus that enlarges to

include more and more

important

°little inﬂuence as it aﬁect

only a few positions
Hiring. °now trying to implement 'this is still not °not at
promotion] formal inclusion of considered as present - but
tenure international activities in explicitly as it should be
policy annual performance might be

assessment °when

' °now an element in our international

newest policy experience is of a

statement(1993) project nature

.faculty is international in °current1y these

character are not factors that

°does not exist at present carry weight in any

time but is being developed of these critical

°no formal recognition decisions.

currently

'this still varies substantially

by discipline and unit
Ofﬁce/ °major factor
centre to °could hardly conduct (or
provide even know about) the variety
support of activity here without the

Centre

°essential

°X will play an increasingly

important role

.recently established

.this responsibility falls to

the associate Vice-President

academic
Public °helps inform the university °the quality of °not a factor
relations and the outside community service at this here to date
support of our efforts institution has but we are

°does not exist made this a barrier beginning to

'office competent and it should not be pursue

 

supportive

 

 

 

 

 

172

 

 

 

 

Support °ﬂnancial support is a major °lack of support is °little support
from factor in the current climate a major barrier available for
external of fiscal constraint °can help or exponents of
agencies °very important but the most hinder the visual arts
critical issues are intra- °although there
institutional in the first appears to be
instance some
'essential encouragement
°can help and hinder from provincial
authorities there is
no provincial
support
Annual -without a specific budget °included in °insuﬂicient
plans and line there would be problems process. but low funds
budgets of implementation funding
'this level of importance is
not yet matched by our
explicit integration to date
°is not done in a systematic
way
Decentral- 'both - because °could be a barrier 'we are
ized decentralization shares but can be working to
structure responsibility. initiative and overcome by encourage
participation. It also organizing an individual or
fragments responsibility and International group
co-ordination Centre initiatives
°internationalization needs to °can be a problem within a more
occur at local academic and in general centralized
administrative units within a °need to ensure framework
broad policy framework coordination
°a problem but
true of any

 

 

university initiative

 

 

 

173

 

Culture
which
values
academic
freedom

°best ideas come from
academic staff

°this is not unique to the
international aspects of the
university's work

°vital for all university work
including the international
dimension

academic freedom
is both a facilitator
allowing faculty
members to
pursue
international
interests) and a
barrier (in that
those not
interested must be
convinced or co-
opted and cannot
be simply told to
change their focus)
°although very
important to the
institution it works
against
establishing
relationships with
certain countries
that do not have a
good record in
recognizing human

rights

 

 

Incompat-
ibility with

purpose of
university

 

 

°if this statement
applies at any
university. it would
be a barrier

'there are still
those among the
faculty who feel
there is an
incompatibility

 

premise of the
statement is
not accepted
°compatibility
is necessary.
otherwise
internal
activity is
marginal. at
best

°not pertinent
°surely not
the case in
any university

 

 

174

 

Fund
raising

fund raising
supports
many aspects
of
globalization
do not require
funds - only
revised
thinking and
some new
priorities

° outside
money will
have to be
raised if
international
activities are
to expand

° little
experience
here to date
at least in the
context of
university
campaigns

0 to date we
have not
targeted
international

 

 

 

 

 

 

 

175

 

  

Table DJ 1- Presentation of Data for Question 1 1 4”

'Who plays a key role in increasing your institutions' ntion to the issues

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

= qf policy and promise regarding ﬁtter-national dimension?! .

Major Minor No Weight-

Role Role Role ed
Position N Freq. Freq. heq. ﬁeq.’ Rank
President 54 46 8 O 1 54 1
International Liaison 49 46 2 1 1 4 1 2
Ofﬁcer
Vice President. Academic 49 38 1 1 O 135 3
Faculty Members 53 34 1 7 2 134 4
Deans 49 24 23 2 1 16 5
International Student 44 28 14 2 1 10 6
Advisor
Students 50 19 28 3 1 1 O 7
Department Chairs 48 12 3O 6 90
Registrar 49 1 2 28 9 83 9
Board of 49 1 1 29 9 82 10
Governors / Senate
Vice President. Research 36 21 10 5 78 1 I
Librarians 48 6 27 15 59 I 2
Study Abroad Coordinator 25 17 4 4 55 1 3
Student Council 47 3 28 16 49 14
Area Studies 28 9 1 1 8 47 1 5
Vice President. External 27 8 7 12 2O 16

 

 

 

 

 

 

 

 

Weighted frequency = (major role x 3) + (minor role x 2) + (no role x - 1)

176

 

 

Table D.12 - Presentation of Data for Question 12

 

g'Who should be taking a leadership or' acthe role in promoting or implementing
an mtentationai perspective into the university community?" 2'

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(N=57)

position . _ _ ' . . ., - Frequency f 96 of N“ : ' Rank if;
President 41 72 1
International Liaison Ofﬁcer 28 49 2
Vice President. Academic 27 47 3
Deans 27 47 4
Faculty Members 23 50 5
Vice President. Research/ Ext/ Planning 16 28 6
Students 1 1 19 7
ISA/ Student Services 7 12 8
Department Heads/ Chairs 5 8 9
Researchers 5 8 1 0
Board of Governors 2 3 1 1
Registrar/ Admissions Officer 2 3 12
Director of International Studies 2 3 13
Continuing Education 1 1 14
International Students 1 1 15
Provincial Government 1 1 16

 

 

 

 

 

177

 

Table D .13 - Presentation of Comments

for Question 13

 

"In your own words. how would you describe or deﬁne internationalization;
Qf a hlgher education institution?

 

(N=54)

 

Conn/isms

APPROACH

 

internationalization evolves from a stated commitment to
a global perspective in the University‘s teaching.
research and service. It‘s major components are 1)
curriculum 2) student/faculty/ staff exchange and 3)
partnerships and cooperative ventures abroad

Activity

 

10

sensitivity to a global human community and the
translation of sensitivity into an organized and effective
structure with the university community

Competency
Process

 

internationalization is the effort to have all relevant
areas of a university operate in a manner intended to
produce students who recognize the signiﬁcance of
international events as it affects their lives and society
and who are capable of functioning effectively in an
increasingly integrated world economy

Competency

 

this university uses the term "globalization"- the word
"internationalization" has a different connotation.
Approved by International Centre Council: "the process
of globalization as applied to academic progams can be
deﬁned as those efforts which will enable the university
community to have the ability to understand. appreciate
and articulate the reality 0 global interdependence. and
which will prepare faculty, staff and students to function
in a global context."

Competency

 

 

internationalization is a sine qua non for a university in
an increasingly interdependent world. No university
worthy of the name can afford to be without a strong
international dimension in its activities. The
international aspects must pervade all dimension of a
university's activities including teaching. research and
community outreach. The university must become a
truly international enterprise.

Process

 

 

it involves the introduction of international and cultural
programs designed to enable students and faculty to
explore issues of global importance.

 

Activity
Competency

 

 

 

178

 

the process of integrating an international. intercultural
or global outlook into all the major function of the
university (viz teaching. research and service) in order to
promote a conscious understanding of the international
dimension in the general university mission

Process

Competency

 

20.

an integral part of undergraduate education fostering a
global prospective for all students by infusing an
international dimension into relevant and appropriate
curricula and programs.

Competency
Process

 

21

international content in training and education
implications in different countries around the world
participation of teaching staff in international events
international students exchange programs for professors
and students

Activity

 

22

internationalization means integrating into a fairly
standard set of liberal arts programs a broad cultural
perspective that draws on a number of distinctive
cultures most notable Western European. Asia and
Islamic

Process

 

from a curricular point of view. an awareness of the
diversity and interdependence of peoples. the richness
of diverse cultures, and the importance of global
perspectives

Competency

 

24

significant international content in curriculum
significant international collaboration on research
significant attendance by students from many countries
opportunities for study aborad as part of the curriculum

Activity

 

25

 

broadening the scope of research /teaching interests and
activities to include international concerns in so far as it
is appropriate to the program offered by a particular
institution: encouraging cooperation of faculty with
teachers / researchers / projects abroad; recognizing the
value and contribution of the presence of international
students on campus; providing opportunities as
appropriate for students to study abroad

Activity

 

 

an ethic or culture that goes beyond the Canadian focus.

Has multi-components within the organizational
structure of a small university. Most possible to
centralize

 

Culture

 

 

 

179

 

27

the following factors would be present

1. presence on campus of international students and
faculty

2. a regular programm of international events to bring
together international students/ faculty with Canadian
counterparts

3. exchange programs to facilitate study/ work abroad by
Canadians

4. participation in international development programs

Activity

 

28

internationalization of a higher education institution
evolves from an awareness of students. professors and
administrators to all the international realities of their
work. It is therefore a question of internationalizing
training. reswrch and community service activities

Competency

Activity

 

32

to know one is to know no one- internationalization is a
powerful and essential educational tool to develop modes
of tolerance and respect which proceed to celebrate and
cherish differences

Competency

 

33

internationalism is a concerted and coordinated process
by which all aspects of the university (curricula.
research activities at the faculty and inter-faculty level in
particular. the total educational experience available to
students. university services are reviewed regularly to
ensure that they reﬂect a strong global awareness

Process

 

35

student and faculty awareness of international issues
sensitization of student and faculty to the international
issues

Competency

 

37

integration of human resources (students) languages
and cultural awareness into the academic life of the
university

Process

 

38

preparation of students for international world
involvement and/ or exchange of faculty/students across
international boundaries. including research
involvement

Activity

 

39

increased opportunities for international activities for
faculty/ students

Activity

 

41

see mission statement for the focus from the perspective
of a unique degree-granting institution in the visual arts

 

 

 

 

 

180

 

43

openness to international relations and to including
them in the curriculum to facilitate the mobility of the
university community towards the goal of teaching.
research. training and international cooperation

Activity

 

44

within budgetary limitations and capacity. an awareness
of' other cultures through exchange of professors and
students and joint research

Competency

Activity

 

46

integration of international perspective into the activities
of teaching. research and community service: 1) general
awareness 2) development assistance and scientific
activities 3) special training in certain programs

Process

Activity

 

50

an institution whose vision includes an international
dimension; which integrates this dimension into the
programs of teaching and research: which welcomes
international students;

which is open to international cooperation; which uses
modem means for communicating

Process

Activity

 

51

internationalization is a collective process. It is thus -
everyone responsibility in the context of his function to
assume explicitly:y this dimension.

Process

 

52

integration of an international dimension in the mission
of the university: teaching. research and community
service

Process

 

53

integration of international perspective in the teaching.
research and community service activities a) general
awareness b) international cooperation and development
aetivities c) training in application to different socio-
cultural settings

Process

Activity

 

55

creating an institution which provides students with an
international/ global perspective. International activities
permeate all activities of the university and are not a
separate component

Competency

Process

 

57

incorporating either directly through the curriculum or
indirectly through other forms of exposure for students
and faculty. international studies and or experience in
the programs of the University

Process

 

 

59

 

education does not have national boundaries

 

 

 

181

 

60

internationalization is developing a culture which values
and appreciates knowledge exchange. cultural exchange '
and people exchange with other parts of the world so
that members of the university are enhancing their
teaching. learning and research experiences and

capacity

Culture

 

62

internationalization is defined by a deep awareness and
openness to the world

Competency

 

63

the awareness of all students. faculty and administration
of the importance of considering knowledge systems
international and being sensitive to the need for social
and economic transformation on a global scale

Competency

 

64

facilitating foreign contacts (through attending
international meetings. foreign students and professors
on campus. international missions for administrators
and professors

Activity

 

71

a high profile of international students and faculty on
campus many opportunities. through linkages or
projects for faculty and students to have an international
experience

Activity

 

72

must ensure internationalization is reﬂected in the core
activities of the institution- teaching and learning must
provide opportunities for study and research in
international environments at foreign location or in
settings where there is significant presence of students
from outside the country must reﬂect university‘s
continuing commitment to be actively involved in global
concerns--- international development. human rights
and justice

Activity

 

74

a collection of activities which contributes to the
integration of international aspects of problems in the
training of students and in the research process and in
the seeking of solutions of national and international
problems and in the management and development of
the university

Activity

Process

 

 

75

 

internationalization recognizes the need to prepare
students and engage in research that reﬂects increasing
global interdependence. Its first reﬂection should be in
curriculum and the international ﬂavour of a university’s
mission should be supported by overseas project activity.
domestic student mobility programs and visa student
admissions

 

‘ Competency

Activity

 

 

182

 

78 the major functions of the university - teaching.
research. service is undertaken in an international Process
context. that is the university is aware that it looks
outward to the world. not inward

 

79 the internationalization of an education institution
entails changes both in the content of our teaching and
learning resources as well as the human environment in Culture
which the learning takes place. there is a wide spectrum
of activities that ensure these changes including student
mobility. faculty renewal. curriculum development.
language instruction. cross-cultural and diversity
enhancement programs Activity

 

81 understanding and working with the forces that have
created and sustain the current international interaction
among nation states

 

 

 

82 the process of infusing the institution with an Process
international dimension

84 integration of an international dimension into the Process
teaching. research and service functions of the
university

85 scholarly collaboration. student mobility. curriculum Activity

 

86 the incorporation of an understanding and of actions in Process
teaching. research or service which recognizes pluralism
and multiculturalism in our daily lives

 

87 making the entire university realize that we live in a
global. increasingly interdependent world. that Canada
has a role to play in the international community and
that Canada is affected by international events and that
the university has a contribution to make in this regard

 

88 internationalization is a term that subsumes a particular
subset of activities. each related to the University’s Activity
mandate for teaching. research and community service.
These activities range from a broadening of the
curriculum to the establishment of mechanisms to
facilitate faculty and student exchanges. development
projects and international research progams. At
another. perhaps more important level.
internationalization of higher education signals a change
in some of the key elements of traditional university Culture
culture.

 

89 an increasing awareness on the part of students. faculty Competency
and staff of the global interconnections and ramification

of teaching and research. ‘

 

 

 

 

183

Table D.14 - Presentation of Data for Question 14

0f

Student Work/ Study Abroad
Curriculum
International Students

Faculty Exchanges and Mobility
Programs

10
GO

International Development Projects

[0
,...

Research

International Academic Programs
International Institutional Agreements
Cultural Awareness and Diversity
Training of Professors

Senior Administration Commitment
Mind set and culture

Foreign Languages

Development Education

wwwemmmmo

Community Linkages

p—t

Area Studies

b—l

Integrated Policies

t—l

Alumni and Fund Raising

 

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