5». 2k: , Jinx“. .1?! .II 1.. :V: 13-). #1 .n: :3: 3. sl 3- v. 7....ru3rx1121I ‘Ki 1 3 y! . 69.7.! ‘ 1v) : l 3.. Isl_.l.l . ‘ .l. .1 3. Nu , A . IWMimi 3 01019 7881 This is to certify that the dissertation entitled FACULTY PERCEPTIONS OF THE PRIORITIES AND IMPORTANCE OF INTERNATIONAL EDUCATIONAL GOALS: THE UNIVERSITY OF CENTRAL ARKANSAS, A CASE STUDY presented by Brian Victor Bolter has been accepted towards fulfillment of the requirements for : i Major Srofessé r Date Max 30, 1991 MSU is an Affirmatiw Action/Equal Opportunity Institution 0« 12771 LIBRARY Michigan State University PLACE N RETURN BOX to remove We checkout from your record. TO AVOID FINES return on or bdore dete due. DATE DUE DATE DUE DATE DUE MSU le An Affirmative Action/Equal Opportunity lnetituion i WM‘ FACULTY PERCEPTIONS OF THE PRIORITIES AND IMPORTANCE OF INTERNATIONAL EDUCATIONAL GOALS: THE UNIVERSITY OF CENTRAL ARKANSAS, A CASE STUDY BY Brian Victor Bolter A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Higher Education Administration 1991 ABSTRACT FACULTY PERCEPTIONS OF THE PRIORITIES AND IMPORTANCE OF INTERNATIONAL EDUCATIONAL GOALS: THE UNIVERSITY OF CENTRAL ARKANSAS, A CASE STUDY BY Brian V. Bolter The importance and.priority of international educational goals at the University of Central Arkansas were studied. .All 435 full-time faculty members were surveyed, and 110 responded. The seven different international goals in terms of priority and importance included: International Student Services, Global Awareness, Recruitment and Enrollment, Faculty Exchange, International Training, Study Abroad, and English as a Second Language. The survey indicated that the responding faculty found International Exchangezand.English.as a Second Language as the two most significant goals. The survey also showed that all goals had a moderate level of importance and priority among faculty. The findings were congruent with past literature in that the lack of understanding’ of 'the 'various. components of international education leads to confusion among faculty. Because responding faculty gave support to all goals in terms of priority and importance, a further explanation of goals seems warranted. Dedicated to Anne Thank you for your love and understanding Kate and Meg For understanding why Papa wasn't there and why he wanted to be a ”Thinking Doctor" ii TABLE_QE_§QNIENI§ Chapter 1 . . . . Introduction of Problem . . . . . Page 1 Chapter 2 . . . . . Review of Literature . . . . . Page 16 Chapter 3 . . . . Design and Methodology . . . . . Page 50 Chapter 4 . . . . . Statistical Findings . . . . . Page 58 Chapter 5 . . . . . . . Conclusions . . . . . . . Page 65 Footnotes 0 O O O O O O O O O O O O O O O O O O O O Page 8 7 Appendix A . . . . . . . Survey . . . . . . . . . Page 92 Bibliography . . . . . . . . . . . . . . . . . . . Page 97 iii LISTING QF TABLES Priority Ranking Summary . . . . . . . . Importance Ranking Summary . . . . . . . Importance/Priority Association . . . . . Importance/Priority Relationship Analysis iv Page Page Page Page 59 60 62 63 ACKNOWLEDGMENTS I would like to thank all the members of my committee for their help and guidance, especially Dr. Ken Neff, who, as my committee chair, had the patience and understanding to answer every question, no matter how trivial. Thank you all for your help. CHAPTER I 2 Introduction to Problem As we approach the let century, the world into which college and university students are graduating is becoming increasingly international. During the past three decades, the United States has been involved in world problems such as the unification of Europe, changing alliances within the political spectrum and militarization of developing countries that have previously appeared on the surface, irrelevant to American growth and prosperity. At the moment, the Persian Gulf is an excellent example of the need for today's college student to have an international perspective. If the United States is to meet the challenges outlined in the Presidential Commission on Foreign Languages and International Studies, we must alter our thinking. World problems such as trade relations, the War in the Persian Gulf, the allocation and conservation of resources, overpopulation, hunger, environmental quality, energy, poverty, lack of communication, inflation, and the quest for peace all will require international solutions. Education in ‘the United. States must. have a strong international dimension. In today's increasingly interdependent world, every citizen, not just international specialists, must ‘understand. how' our local and national concerns relate to the larger world, and how present-day realities dictate a harmonizing of our own aspirations with those of other nations and peoples.1 The democratic 3 principles have always made it essential that Americans understand what they are voting for. Only if we have an informed citizenry can we influence our leaders to follow a wise course in their dealings with the rest of the globe. Today, when a military command can trigger the destruction of an entire civilization, and when both local and national dimensions have a strong impact on the world beyond 'our borders, it is imperative that the public better understand what values and what human necessities are at stake in our foreign relations and international conduct.2 The world has changed dramatically during the past_threeg decadesEWJW’For 'example, between 1987_ and 1991, _students witnessed radical cultural, political and economicchanges during their collegiate years: if Americans are to cope with a changing environment, the higher education community should take the lead in developing international educational programs.3 Students, faculty members and staff, as well as the community, need the opportunity to understand and experience the interaction of our society with other societies. But the question arises as to how does an institution of higher education commit itself to the international education on the campus and use the resources of the community as well as its facilities to the best advantage. Before World War II, the United States educational system demonstrated little commitment to the need for providing 4 students with an international perspective. Like most Americans, educators were more concerned with domestic growth ‘ Rather than acknowledge the changing and internal matters. circumstances brought on by the new immigrant population and increased foreign student enrollment, the educational system sought to Americanize their cultures and minimize any contributions they might make toward our world understanding.5 In the 1990's, the trend is to accept, understand, and utilize diversity to the university and society's advantage, and to allow students. access and exposure to a variety of cultures to enhance their global perspective. The world that Americans find in the 1990's is much different than that of 1945. Today, few Americans are untouched by the events happening beyond the United States border. The capacity of Americans to comprehend global problems, to understand the significant world events, to work and interact with peoples from other cultures, and to obtain the requisite skills needed for new employment opportunities in foreign trade and finance depends largely on the response of higher education and training so essential to an interdependent world.‘ Where will business, industry, and government, for instance, recruit the international managers and policy makers for its overseas operations? Many educators believe all weapons in.our arsenal will be inadequate if the United States fails to invest in its educational resources in this country. It serves to correct 5 inaccurate perceptions of both Americans and other peoples throughout the world. Without timely exchange of knowledge, information, resources and training, the United States will surely fail to Ihave significant impact on international events. If these reasons were not enough for a university to develop an international program, other reasons could be easily enumerated. Rose Hayden, a leading international educator, asserted three reasons concerning the crucial need for an internationally-informed population. The first is survival. We must sustain informed connections in order to survive in a competitive global system. But survival alone is not enough. Thus the second and third reasons she enumerated are: humanitarian concerns, and the need for shared brain power. In regards to humanitarian concerns, the United States must illustrate to those developing nations among the world's population, that Americans care about their plight. The educational system should attempt to help Americans relate to other cultures and their people. The role of higher education in the process of internationalizing a population is abundantly clear. In fact, it has never been more important, the constraints never so real, and the rewards never so rich. Never have Americans so needed to reach for a new level of global consciousness.7 If we do not achieve global consciousness then the United States will become more isolated and lose its geo-political influence. And, so by helping developing countries now, the United States will reap a political and economic benefit in the future. Jordan, for 6 example, is being steered by United States development aid in keeping them neutral in the war against Iraq, and that neutrality results in the saving of American lives. The need to combine shared brain power and science, and all other aspects of research will allow world resources to be more efficiently used by eliminating duplication and scientific isolation. Also, by educating those from developing countries, we begin developing ties and alliances with future leaders and the citizenry of each nation. There, of course, exist major obstacles in the development of international programs in any college campus. There are five areas on the college campus that need to be focused on in order to provide this success; these areas are institutional commitment, faculty opposition, cost, lack of long-term goals, and lack of centralization of International Programs.8 The first and second are particularly acute: lack of institutional commitment from top administrators, and faculty opposition. In other words, in order for a university to develop an international program, commitment is going to be needed from its faculty and its administration. Harari, author of Approaches to International Education, in 1981, argued rather convincingly that all faculty do not need to be committed to a serious international program. Only 25% or so are needed to move a college into the international arena.9 In many universities, those presidents, provosts, and vice-presidents of academic affairs who create obstacles must 7 be enlightened to show why an international perspective on campus is important. The strategies used to educate such administrators depend partly on the nature of the opposition, or, at least, the perceived opposition. Are members of the institutional leadership opposed to international programs because they do not recognize their value? Perhaps they fail to see the importance in international programming for the institutional mission. Maybe the cost of international programs is far higher than the perceived benefits. The administration may see foreign travel and study as junkets with no redeeming educational value. Other administrators may have the mistaken impression that faculty members are not interested. The list of reasons could go on, but the important point is that removing the obstacles or converting the skeptics depends on selecting the proper approaches. Fortunately, the university which has been chosen as a case study for this research is unique in its strong commitment by the upper administration towards developing an international program, and their commitment allows for a flexible approach towards developing an international program. Again, the problems in international programs that lack faculty support are extremely crippling; Most international program projects involve a great deal of faculty commitment. Areas such as study abroad, international training and faculty exchange are completely dependent upon the faculty commitment to these various projects. Faculty alienation is often caused by lack of input in the overall design of an international program. 8 Once key administrators are sold on the idea, faculty input is rarely sought. Several key areas in the design and implementation revolve around faculty and faculty governance. The limited resources that universities have become increasingly important in the development of international programs because development in any direction is expensive. Faculty members' input into short-term and long-term international goals is crucial in the development of vital and progressive international programs. For many years, state-supported universities have been the driving force in international education at the post- secondary level. For example, Michigan State University, long recognized as one of the few American universities with an effective centralized international program, has for 25 years made a commitment to international education.10 Although international education in some other universities dates back to the early 1900's, the major push for international involvement at state universities began after World War II. The concern of higher education over international awareness and understanding developed after 1945, as did the public's concern for international affairs. After World War II, the United States could no longer consider itself geographically isolated, and. was deeply involved in 'the rebuilding’ of economies of 'war-damaged countries. At the same time, however, state supported universities were ill-prepared to produce the needed experts in language, culture and politics 9 of other nations.11 The role the United States played in the late 1940's was a positive factor in the development of international programs, particularly at state universities. Two other factors contributed significantly to the growth of international activities. The first was the expanding role of universities in development assistance. Several large institutions entered contracts in the early 1950's with the Federal.Operations.Administration, and, after'the 1960's, with the Agency for International Development. Throughout the 60's and the 70's, certain universities played a key role in the U.S. Development Assistance Plan. Title XII of the Foreign Assistance.Act.of 1975, for'example, was designed to encourage American agricultural universities to work collaboratively with less developed countries in solving problems of hunger and inadequate agricultural production. But many mid-level universities had no involvement with Federally-assisted international projects. These state-supported, medium-size universities, with enrollments of between 4,000 and 20,000 students, educate the majority of Americans.12 But these schools historically lack the funding and opportunities to be involved in international activities, and as a result they were unable to gain footholds into the foreign markets for recruitment and funding purposes. The role of international education within the university structure is rapidly changing and evolving. Schools such as Michigan State University, Southern Illinois University and 10 U.C.L.A. have had clearly established international programs ‘3 Now, a large number of mid-size for over forty years. universities are gaining an understanding as to the importance and the need for international programs and education on their campuses. Private liberal arts schools have been involved in international programs for the past 30 years by developing strong study abroad components to their curriculum. These schools have had important advantages over the mid-size state universities. These advantages included a comparatively- higher tuition cost and large endowments which allowed them the resources to expose their students to an international perspective.“ The field of international programs no longer finds itself at the receiving end of large public and private disbursement. Massive federal assistance, significant state resources, and benevolent private support will not, in the near future, be allocated to development of international programs at institutes of higher learning. Minimal funding, moral support and greater encouragement from institutional leaders may be the most that can be expected into the 1990's. Many mid-size universities such as the University of Central Arkansas are just entering the international arena. Because of the ambiguity and the general lack of direction and standards from university to university,15 the University has a lot of work to do before it begins to establish itself as a model international program. The ambiguity surrounding international programs is based on the fact that it means so 11 many things to so many people. The model at one university will be completely different from another university. Some will have huge centralized international programs and others will have a series of decentralized international pockets placed haphazardly throughout the university with little or no interaction between the entities. This is the result of uncertain and unsteady periods of growth within the university as well as the dominance of’ grant. money in. developing programs.“’The reason why UCA.has been chosen as a case study for this research is because it is attempting to enter the international arena. UCA is typical of many other mid-size universities in that there has been no centralized planning or forethought in the development of its international programs. Programs have grown in various areas on the campus with no administrative controls. UCA's attempt to centralize international activities is a step that many universities have begun taking or will begin in the near future. And, like many other’mid-size universities, international students have shown up at the doors of this university without the University playing an active role in their recruitment. Universities have historically lacked forethought in the conception of their international programs. Their development was based on the immediate need, whether it was study abroad, faculty exchange or service to existing international students. Little or no long-term projections were given. Oftentimes, these universities have a wide gap between 12 international education, administrators, and faculty.17 This gap is caused by the lack of planning and priorities that international programs have had in the past. Universities have reacted to the international opportunities in the world at a given time, and most university faculty would prefer a proactive approach to international priorities. This philosophic drift makes for an unhappy marriage. It is clear that a university's expertise lies within its faculty. The proliferation and the number and influence of faculty governance is a clear indication of the importance the faculty plans in the university community. This study was to examine the attitudes and the priorities for international education by the faculty of the University of Central Arkansas. Surveys were sent to all faculty members within the university. It was hoped that an understanding would be gained as to what long-term goals and directions the faculty saw as important for the growth and development of an international program at their university. Beeeereh Design The design of this research was to send surveys to each faculty member at the University. The use of surveys allowed faculty members to make comments in a confidential manner that will effect the long-term role of the international program. Priorities were chosen to gain understanding of the immediate needs on campus. By viewing the short-term needs of the 13 international program, the University can make plans to deal with immediate needs of the campus. The area of importance was chosen to look at the long-term ramifications of an international program and to assess faculty's long-term needs in the international area for the campus. Using this design, the overall long-term and short-term direction of the University faculty can be researched. Because the faculty will play an important and integral role in the success of an international program, it was crucial that their input be used in the development of the role and mission of International Programs. The data and design of this program may be beneficial to other small colleges and universities who undoubtedly will enter this important area within the coming years. Therefore, a need and potential impact of this research is clear. Limitegions of Design This design will provide limitations in regards to the generalizationability of the data to other mid-size state schools. Because the International Programs Office at the University of Central Arkansas is the result of a presidential initiative, faculty members may be inclined to list each area as high in priority and importance because of the presidential influence in the start-up of the program. Also, because each school has different strengths and weaknesses, as well as faculty interests, there is no way to insure that the findings of the study would be consistent with the findings of another l4 mid-size state university. A single university was studied because it permitted an in-depth look at the priorities and importance of identified educational goals. This design allowed an intense analysis of all responding faculty members instead of a wide-ranging survey with a small sample from several universities. By using a case study approach, one gets the full depth and breadth of the research and allows input from each faculty member. mm Research at any university entails encountering a variety of political ideologies that can be extraneous to the researcher and his methodology. This study assumes that faculty members are free of any bias toward international education and its goals prior to the questionnaire. It is also assumed that faculty members will have some concern toward international education and its goals by listing its input in the survey. These assumptions, although not vital to the research, allow for the data to be viewed in a non-biased manner . W This research may be useful to colleges and universities in situations similar to that of the University of Central Arkansas. The research may also be generalized and applied to 15 smaller private and community colleges. Because the research analyzes the faculty attitude toward international educational goals, it can benefit other institutions by outlining areas that can be expanded to accommodate international concerns. This is important because it enables universities to avoid wasting time and resources in areas that may or may not be supported by the faculty. In order to help ensure program success, the research provides a design through which faculty have immediate input into the origins of a program. Because of the previously-stated importance of faculty input into the development of an international program, this research will attempt to answer the following questions: 1. What areas of international education do faculty members rank as the highest immediate priorities? 2. What areas do faculty rate as being the most important long-range goals? 3. Are there any long-range goals where the importance is dependent on priority? 4. What is the co-relationship between importance and priority for each of the goals? 16 CHAPTER I I 17 Review of Literetgre The question of international educational goals and priorities being addressed in this study by the faculty of‘UCA have previously never been addressed by university faculty. This leads us to review the origins of international educational goals as opposed to the study of previous educational goals. These origins give us the definition of various components of international education. These definitions play an important role in that they help form the faculty's perception of various international educational goals. "International education" has become a common term in U.S. higher education. It has gained widespread acceptance, although the generic use of the term causes considerable confusion, because it is employed in a variety of ways that may be conflicting or at least inconsistent. The concept "international education" means a lot of different things to different people. In article after article, in report after report, and at conference after conference, the terms used to refer to the international dimension of education vary tremendously. For example, Clifton Wharton, former President of Michigan State University and the SUNY system, introduced his talk at the 1983 meeting of the American Association of State Colleges and Universities by saying: 18 I am not going to attempt here any lengthy or rigorous definition of what I will be calling ‘international education' or, for occasional variety, ‘global education' . There has been so much attention to the matter lately, ranging from state level debates like that conducted by New York's Board of Regents to national bodies like the Perkins Commission, that any practicing educator ought by now to have a pretty fair idea of what we are talking about.18 But do we have "a pretty fair idea of what we are talking about"? R. Freeman Butts, professor emeritus of Teachers College, Columbia University, believed that "international education" had an "imprecise meaning": To be sure, it has often had an imprecise meaning, because so many different people have assigned different enterprises to it in the course of its usage . . . Much of the trouble in the past has been that the term has had multiple and often vague connotations for many different types of activities .19 Stephen King also concluded that, "In trying to pin down just what we mean by ‘international education' we run into some semantic difficulties. The term is not a happy one."2° And Gordon I. Swanson claimed, "it is not easy to define": There are many facets of the broad subject known as international education. As many educators are interested in comparing national systems of education and each has his own opinion of what international education should be, international education is not easy to define.21 In 1967, John T. Caldwell, Chancellor of North Carolina State University at Raleigh, said, "‘International education' is in 19 some respects an awkward phrase which connotes too many different activities, none of which is neatly described."22 To make matters worse, professionals and non- professionals alike use some of the following terms interchangeably: international education, international affairs, international studies, international programs, global education, global studies, the international perspective, and the international dimension. However, they all probably agree with Stephen Bailey's point that, "Vague, ambiguous and multifaceted as it must remain, the phrase ‘international education' warrants our concern and sustained attention."23 Bailey's remark about the confusion over terminology in 1963 is even more relevant today. Can people discuss such an important segment of education as "international education" without being able to define what it means within the university? How do we explain continuing to discuss such an important dimension of education without attempting to define? Is it not presumptuous to urge funding sources to support universities and to urge Congress and the States to support international educational programs throughout the country when that "something" has no clear, specific or agreed-upon meaning? Is it time to seek a common, accepted definition of the term "international education" within the university? It is interesting to speculate why there has been so little concern for a more precise definition.“ First, little 20 need has been felt for definitional clarity, because different constituencies see international education from different perspectives, and rarely have they had the need to see it as a whole or totality. Thus, what difference would it make what you called the totality? Such holistic or integrated vision in most academic matters is, unfortunately, more the exception than the rule. Second, this lack of definition has served its purpose, since no hue and cry has been heard to effect any consistency of terminology. The fuzziness seems to have served its purposes, allowing everyone to do his or her own thing. Third, the youthful period of the growth of inter- national education has required so much energy to develop all the many aspects of international education that little time was available for the difficult task of definitional clarity. For example, Herman B. Wells, former President of Indiana University, in analyzing the reasons for the non-funding of the International Education Act of 1966 concluded that: One of the readier explanations involves terminology: ‘international education' in the legislation was confusing to some members of Congress, who perceived the Act, not as a support of the U.S. educational community responsibilities, but as a direct contribution to the development of education in other nations. ‘Another piece of aid legislation' was a complaint commonly heard on Capitol Hill, indication that funds for overseas development were considered to be already sufficient.25 An examination of what or who the term "international education" describes in U.S. higher education reveals that there are some fairly consistent patterns emerging. Let us 21 examine several definitions of the term "international education." 3Y' Actually, in the literature on international education, there are two types of definitions: one type discusses the ultimate purpose or rationale for all the people and programs involved in international activities ofiany'kind.and.the other focuses on who is involved, the people and programs, how they are organized and structured on a U.S. university campus. An example of the first type of definition would be the following: ...the social experience and the learning process through which individuals acquire and change their images of the world perceived as a totality and their orientation toward particular components of the world system.“ Another example would be those who believe that international educators should be striving to prevent a nuclear holocaust by teaching students the value of learning about global problems. In each case, the emphasis is on the goals people involved in international education hope to achieve. Here are examples of the other, more organizational type of definition of international education. The first two definitions are fairly general in nature. Scanlon's definition is the most general: ‘International education' is a term used to describe the various types of educational and cultural relations among nations. While originally it applied merely to formal education, the concept 22 has now broadened to include governmental cultural relations programs, the promotion of mmtual understanding'among nations, educational assistance to underdeveloped regions, cross-cultural education and international communication.”' Fraser and Brickman defined it a bit more specifically: International education connotes the various kinds of relationships - intellectual, cultural, and educational - among individuals and groups from two or more nations. It is a dynamic concept in that it involves a movement across frontiers, whether by a person, book or idea. International education refers to the various methods of international cooperation, understanding and exchange.28 The first part of each definition talks about the general types of relations among nations, rather than international education as it appears on U.S. universities, which is the topic of this paper. However, the key components of the definition for international education appears in that each definition includes references to the tri-partite definition that will be developed in this dissertation. It is based on an earlier analysis by Arum. In that work, Arum divided international education on U.S. university campuses into three major components and analyzed each with its sub-components, who the participants were, how they were trained, what their professional organizations were, and what their funding sources were. Then he examined similar questions at the national level . 29 The tri-partite definition developed is relevant to these general definitions in several ways: 23 I. INTERNATIONAL STUDIES - is equivalent to Scanlon's "educational assistance to underdeveloped regions" and Fraser and Brickman ' s " international cooperation." II. INTERNATIONAL EDUCATIONAL EXCHANGE - is equivalent to Fraser and Brickmans' "international exchange." III. TECHNICAL COOPERATION - is equivalent to Scanlon's "educational assistance to underdeveloped regions" and Fraser and Brickmans ' " international cooperation." Now several other more specific definitions will be examine to see how they fit the outline. In an issue of the Review ef Rducetional Reseercg, Spaulding, Singleton and Watson defined it in the following way: The three major areas of interest associated with international education are international relations and cooperation in education: cross-national movements of educational materials, students, teachers, consultants, and aid: and education for international and cross-cultural understandingfi30 Butts defined it in another way: If the scope of inquiry is thus limited to the somewhat more m23(% *AA proportions of "organized education," ingerneeienel education may be thought of as embracing the programs of activity which identifiable educational organizations deliberately plan and carry out for their members (students, teachers, and closely related.clientele) with one (or possibly both) of two major purposes in mind: a) the study of the thought, institutions, techniques, or ways of life of other peoples and their inter-relationships: and b) the transfer of educational institutions, ideas and materials from one society of another.31 Whereas Butts seemed to omit reference to international educational exchange, Deutsch defined our topic in a more complete way: 24 Even a brief review of the literature reveals that ‘international education' has been used as a generic term to include: the study of non-Western cultures: education for world understanding; American studies abroad; programs of educational exchange of both students and teachers; and university programs such as educational technical assistance and institution building in developing nations.32 Finally, the person who defines it most specifically and accurately is Maurice Harari: International education is an all-inclusive term encompassing three major strands: a) international content of the curricula, b) international movement of scholars and students concerned with training and research, and c) arrangements engaging U.S. education abroad in technical assistance and educational cooperation programs:33 In examining these definitions for the components of our tri-partite definition of international education, we find the following: I. II. III. INTERNATIONAL STUDIES - is equivalent to Singleton and Watsons' "education for international and cross-cultural understanding" and Butts' "the study of the thought, institutions, techniques, or ways of life of other peoples and of their inter- relationships," and Deutsch's "the study of non- Western cultures: education for world understanding," and Harari's "international content of the curricula." INTERNATIONAL EDUCATIONAL EXCHANGE - is equivalent toiSingleton and Watson's "cross-national movements of . . . students, teachers;" or Deutsch's "programs of educational exchange, of both students and.teachers," and.Harari's "international movement of scholars and students concerned with training and research." TECHNICAL COOPERATION - is equivalent to Singleton and Watsons' "cross-national movements of educational materials . . . consultants, and aid:" 25 and Butts' "the transfer of educational institutions, ideas and materials from one society to another;" or Deutsch's "university programs such as educational technical assistance and educational cooperation programs." Each of these major areas has numerous components, but the term "international education" usually refers to activities involving more than one major area, and often it encompasses all of them. A preliminary definition could simply state that international education consists of all educational activities of any kind involving people of two or more nations. It should be noted that "international education" as a comprehensive, umbrella-like term for all international activities has been in the process of evolving from before the 1963 lament of Stephen Bailey regarding the confusion over terminology. One of the first times the term "international education" came to public attention in this century' was with the establishment of the Institute of International Education (IIE) in 1919 in New York City. It is somewhat difficult to understand exactly what was meant by the term "international education" in the IIE title, except its first bulletin stated that it was thought to encompass all of "the major activities in international education:" ...the Institute should represent American education vis a vis the rest of the world, administering fellowships and ‘visiting professorships, welcoming foreign scholars, arranging itineraries of foreign educational missions, holding conferences on problems of 26 international education, and conducting activities of a similar nature...In this way the major activities of international education have been concentrated in the Institutei“ While this sounds primarily like what the field researchers have called international educational exchange, the Relleein also describes in some detail the work IIE did regarding International Relations Clubs on college and university campuses. IIE not only sent U.S. and foreign speakers and books to campuses, but also held an annual conference on an international relations topic, sponsored jointly with the American Historical Association and the American Political Science Association. Thus, it appears that two of our three international education categories (international studies and international educational exchange) were present in this early use of the term. Thus, throughout the past three decades, important publications in this field have employed the term "international education" as the over-arching term for all aspects of international activities and programs on U.S. campuses. In 1966, Congress passed The International Education Act (IEA), which confirmed the use of the term to define the various international components of education. As the House Committee Report accompanying the bill stated: The Committee is particularly interested in seeing broad support under the Act given to a diversity of high quality programs. The Act is designed to make 27 it possible for the federal government to bring about a basic improvement in W eeucetien. Rather than simply buying a commodity defined in narrow terms, the federal government would instead make a conscious, systematic and long-term investment in this facet of U.S. education . 35 Although the IEA was never funded, the common use of the term "international education" was encouraged by the title of the bill and the widespread attention and support it received. At this point, the term started to appear more frequently in educational publications, especially among the small number of faculty involved in the development of comparative education in the U.S. The George Peabody College for Teachers published i-S‘a 99-1-0 -_°!S_° _! ‘ 1-.t__-1-. -_ 0. '10-. - i ‘ 0.- o. 0.! beginning in 1964. These included a volume entitled "International Education: Understandings and Misunderstandings", published in 1969. It is clear from the content of these publications that the term "international education" was beginning to acquire use as a general term. In some cases, its use was more narrow in scope and closely related to comparative education. The evolution of the term to its present use appears to have happened slowly but surely through the 1970's with no one event or publication representing a significant turning point. For example, Title VI of the Higher Education Act of 1965 (PL 89-329 - until 1980 called Title VI of the National Defense Education Act) contains several important international components. The legislation provided federal government support for 28 International and Foreign Language Studies (Part A) and Business and International Education Programs (Part B), but the name given to the entire section of the legislation was (and is) "Title VI-International Education Programs". Also, the name given to the office that administers this legislation is called the Division of International Education. International education is now a general term used in the same manner as bio—chemistry and cultural anthropology, but it does not serve to define an area or sub-unit of an academic discipline. It is seldom used to refer to the international aspects of the curriculum, programs and services of a college of education. Its use is in.a.broader framework, referring to the international dimensions of the entire curriculum and diverse programs, services and activities that are international in focus. This distinction can create confusion and produce interesting problems, especially as colleges of education strengthen their international components and seek appropriate new terms to describe 9.3.11 international programs and services. Whereas comparative educators have debated for years the methodological questions related to whether or not comparative education is a discipline or a multi-disciplinary field, international educators, on the other hand, have been concerned with policy issues, administrative structures, and the broad questions related to the international dimensions of all disciplines and all parts of an educational institution. 29 This is consistent. with. the definition of International Education. The term "international education" is coming to have a common usage in the administrative vocabulary of colleges and universities. For example, a recent advertisement for a Director of International Affairs Center contains this language: The Director of the International Affairs Center, reporting directly to the Present, has primary responsibility for developing and directing the university's newly formed International Affairs Center and for developing and promoting ter ationa e uc 'on as a distinctive and prominent dimension of the university's academic program. A distinguished record of scholarship, teaching and/or administrative experience, ability to develop and direct a major new program at a large university and demonstrable commitment to W required-" This advertisement is indicative of the common use of "international education" to refer to the numerous international activities, academic programs, and services often found on a single campus. In this case, the institution has chosen not to adopt the title "International Education Center," although it uses the term "international education" to describe the Center. The reason may be that frequently used titles on a campus are Academic Affairs and Student Affairs. The creation of an International Affairs Center is at least consistent in this regard. 30 A better example of the generic use of "international education" is contained in another advertisement, this time for a director of a Center for International Education: The Director reports jointly to the Provost and to the Vice-Chancellor for Student Affairs. Duties are shared with a professional staff, for which the Director has administrative responsibility. The Center serves approximately 1,000 international students, administers exchange programs, establishes academic linkages 'with ‘universities abroad, and operates an International House that serves all segments of the campus. It interacts with community and state educational, civic and business organizations. Future directions include increased service to faculty, assistance with curriculum development, conduct of seminars and conferences, expansion of language training, aid in the establishment of language houses, and enhancement of efforts to develop an international dimension in all aspects of university life. The Director will work with the Council on W. which represents the major academic and administrative divisions of the University... The example demonstrates the multi-dimensional definition of international education. It serves to illustrate the problem of arriving at a neat and clean usage that can be applied generally. The consistent element in the use of "international education" is the reference to multiple activities, programs and serves for which the primary focus is international. The process of attempting a definition of international education is one that quickly becomes very complex. The Comparative and International Education Society has spent thirty years debating varying definitions of comparative 31 education and attempting to differentiate between international and comparative.“ In 1969, the Comparative Education Society became the Comparative and International Education Society (CIES), thus recognizing implicitly two major constituencies in the field. Philip Altbach, the Editor of the Comparative Education Review wrote in a recent editorial as follows: Traditionally, the comparative educators have been scholars working mainly in universities, training graduate students, and producing research and scholarly articles. ...Internationalists, on the other hand, are considered to be the users of research rather than the producers of scholarship.”' This distinction is consistent with the fact that, at present, the term "international educator" is commonly'used to refer to a person holding a primarily administrative position. It. is not. difficult. to iconclude that international education is becoming a common term in the vocabulary of U.S. higher education. There is a recently organized Association of International Education Administrators (AIEA), consisting of university representatives with "multiple international responsibilities." New administrative offices and positions have been established that use "international education" to communicate the central location of and responsibility for a variety of international programs and services. At the national level, the American Council on Education has a Commission on International Education, and the federal 32 government continues to use the term to refer to legislation dealing with a variety of international programs and services. The need for a common definition of international education within a university is more and more evident as the term is used to refer to and.describe the important transition taking place in U.S. higher education. As more serious attention is given to this transition, the need for defining the terms by which we communicate becomes more relevant. To debate the importance of international education requires an accepted definition of what is being discussed. To propose funding for international education requires a common understanding of and for what the funds will be spent. To develop a sense of professionalism among international educators requires an understanding of how the profession is defined. To fail to develop a definition is to encourage misunderstanding, confusion, and a lack of clarity to the process of change involved in the transition to education for an interdependent world. According to Harari, for a university to develop internationally, various issues must be addressed prior to beginning an international program. These issues include the following areas that.relate:to international studies, which is the first component of the tri-partite definition: 1. Preliminary Policy Planning: The first element in making policy is to have an agreed-upon one. Often policies emerge 33 after the fact, after an institution has agreed to do certain things internally'or’externally, that is, with.another college in another part of the world. ‘While it is vital to learn from mistakes, carefully thought out policies established in advance may serve to prevent some mistakes, or at least minimize the damage that they might do. In this early phase, the need for a clearly defined role and mission and a clearly defined statement of scope is vitally important. These outline the areas in. which the Office of International Programs will work; it also defines the administrative structure of the International Programs. 2. WW: Some decisions should be made in advance, as to what proportion of the curriculum should be devoted to international education. This is a difficult decision, since, in a real sense, every course worthy of its name should.have aiglobal aspect included in what is taught in the classroom. But specific courses, programs, and opportunities for global understandings should.he provided on the campus. Some decisions should be made as to how much of an international flavor constitutes a reasonable or optimal proportion of a curriculum, and that should be especially defined as having an international thrust that is needed to internationalize that course. 3. LibrerymHglgings: Similar policy decisions must also be made with regard to the number of books in the library that ought to relate to specifically global concerns. Each course 34 and major offered within the university that is advertised as having an international aspect, must also need the proper number of reference materials available, so that students are able to research and write papers, having the proper facilities available to them in the library. This is often a long-term project that requires several years to implement, but thought given at the beginning and establishment of international programs will lead to a dedication by the administrators, faculty, and library personnel towards.moving in that direction. 4. W5: Policy issues should be made with regard to the number of foreign students the campus can effectively educate at any one time, and how rapidly additional international students should be encouraged to attend. Issues such as who will evaluate international transcripts need to be decided. University foreign admissions policies, questions such as financial certification of foreign students, TOEFL (Test of English as a Second Ianguage) score requirements, concerns about the ability to effectively house international students during break periods and how these students can be brought into the main stream of the campus life, and how they can best serve to enrich the international learning opportunities for all students can be looked into before the beginning or during the implementation stages of an international program. 35 The second component of the tri-partite definition of International Programs, which is international exchange, includes the areas of recruitment and enrollment, faculty exchange, and study abroad. The University Administration needs to be proactive in assessing the future needs of faculty and students. In this process, administration, faculty, students, even community, alumni, legislators, and board of trustees all need to be encouraged to participate, or at least they need to be kept informed. But, for specific changes to take place, that is, to truly internationalize the campus, to develop new programs and create new opportunities for faculty exchange with other countries to develop expertise in global affairs and to attract new foreign students to a campus and to make better provisions for them, some centralized administrative structure will be needed. In regard to Faculty Exchange Policies, these policy decisions need to be made with regard to the number of professors who should be encouraged to go abroad during any one year. Decisions need to be made on sabbatical policies, how will university professors be compensated, who will teach their vacant classes, how many and what is the percentage of international faculty which should be encouraged to spend time on the campus. In some foreign universities, professors are expected to lecture to 1,000 or more students at a time. 36 While such large groups are not unknown to United States universities, classes of that size remain a rare phenomenon here. Does the U.S. professor realize that huge classes are common in certain countries? What are the minimum and maximum blocks of time that would seem appropriate and desirable for the faculty member to be abroad and still allow them to aid in the process of internationalizing their class? Policies with regards to credit towards tenure or seniority, and for promotion for a professor who serves abroad a year or more need to be clearly set forth, and must be explained to personnel committees of departments in colleges, so that recognition for service abroad can be clearly and fairly evaluated on an equitable basis. Policy decisions need to be raised with regards to increments of salary for U.S. professors teaching abroad, and levels of compensation need to be determined for foreign professors who are teaching here. Another area of concern is the nature of exchange agreements. Much of what takes place under the umbrella of international programs is developed in an informal ad-hoc basis. One must decide how much informality is desirable? How much scope should be given to departments to internationalize by making informal agreements with sister departments in institutions abroad? What are the reporting mechanisms that should be required for how far departments may venture in designing their own international exchanges? Whom should these departments report to? And who should be 3'7 permitted to make commitments on behalf of the university? If agreements are only to be fermal, that is, in the fOrm of contracts and other documents, such as memorandums of understanding, what should these agreements contain, and who should sign them? If the institution is part of a state system, how much reporting to the central office is required, and what should those reports contain? A major policy decision needs to be made as to the countries with which student and faculty exchanges will take place, and in which language the professors will teach and students receive their instructions. There must be policy decisions made between cooperating institutions as to whether the students or the faculty to be exchanged are going to be taught in their native language, that is, English, in our case, or in the language indigenous to the university to which they are going. An aspect of the language question.is*whether or not English‘will be taught as a second language to help foreign students or professors who come to this country, and whether the U.S. institutions and professors will receive help in mastering the language of the countries in which they are studying. Policies on these questions needs to be formalized in advance, even if they are modified frequently, in light of experience. They serve to make sure many problems can be anticipated, and can be considered in advance, with a view towards deflecting their negative impact. 38 The third area of the tri-partite definition to be discussed is that of ‘technical cooperation. by’ providing educational assistance to underdeveloped regions. While this has components of both faculty exchange and recruitment and enrollment, as well as ESL, it falls mainly under the auspice of international training. In developing International Training Capabilities, a university must.rely'heavily upon.outside funding; Because of the technical nature of competing for grants, most U.S. universities rely upon programs such as the U.S.A.I.D. The United States government has established the Agency for International Development to assist developing nations. Within‘U.S.A.I.D. lies the Participant Training Program. The Agency for International Development participant training program.is a vital element of foreign assistance. Its primary goal is "the development of the human resources potential of citizens of developing nations:58 The Congressional mandate is "to assist the people of less developed countries in their efforts to acquire the knowledge and the resources essential for development and to build the economic, political and social institutions which will meet their aspirations for a better life with freedom and in peace."39 The Agency for International Development has given a strong emphasis to participant training, stressing the importance of higher level training to meet more effectively 39 the need for managers, scientists, technicians, teachers, and institutional leaders from all sectors. The Agency's four main development strategies are linked closely with training. 1. Improving policy environments for a stable and productive government structure: 2. Enhancing institutional capabilities to increase growth potential: 3. Generating, transferring, and apply technology; and 4. Stimulating private sector activities.‘0 The Office of International Programs tries to provide programs to help developing countries build self-reliant and productive societies through the development of their human resources . The program is largely decentralized. .Almost two-thirds of all participants are jprogrammed. by' and. monitored. by contract to AID missions. Agencies such as Partners in International Training, The Academy for Educational Development represent the largest of the contractors who provide training. These contractors in cooperation with the missions are responsible for: *initiating programs and projects which involve training, *determining the characteristics of that training together with host governments, *arranging for the selection of participants, and *determining the mode of program implementation.“ 40 The Agency for International Development's Office of International Training is responsible for instituting policies and procedures for managing participant training activities. The Office of International Training provides assistance to missions and host countries concerning the development and management of participant training and maintains various services for all participants such as health and accident coverage and orientation. To meet the objectives outlined in A.I.D.'s main development strategies, two types of programs: technical and academic are offered in participant training. The 'training for ‘technical programs at an academic institution to observational programs which offer the opportunity to learn about (through on-the-job training), or to observe the operations of American counterparts. Technical training is often tailored to the specific talents of the individual participant. Participants in academic programs earn a degree awarded by an institution of higher education in the United States: *Associate of Arts degree from a two-year community college, *Bachelor of Arts, or of Science, from a four-year institution, *Master of Arts or Science, one to two years and sometimes part of a doctorate program: *Ph.D., or Doctorate, a highly specialized degree, taking from three to four years to complete (plus.a year or more if the Master's degree is included). 41 In providing training, AID also stresses the interaction between participant and the US culture. This component is known as "Experience America." Experience America is a direct result of research done in the early part of the 1980's. Participants were given a pre and post test concerned with attitudes about the U.S. Both long- and short-term participants were tested from a variety of countries. Research results showed a significant decrease in attitudes towards U.S., i.e., a pretest showed a high level of positive feelings toward U.S. and post test showed a high level of negative attitudes after spending time in the United States. Results also showed a correlation between length of stay and amount of negative response. The longer a participant stayed in the U.S. , the more negative his feelings toward the U.S. U.S.A.I.D. was concerned about this finding because of political ramifications of such results, both at home and abroad. The finding clearly has political motivations. Areas in danger, i.e., leftist, and political distress receive the largest amount. The $500 million Central American Peace Scholarship Program (CAPS) is an excellent example. The backlash of finding participants who felt negative about the U.S. could endanger the entire AID program. The harm that could be done abroad was also substantial. A participant who spends four years in the U.S., receives a degree, returns and 42 speaks negatively of the experience and of the U.S. was clearly not acceptable to U.S.A.I.D. Researchers began doing interviews with participants to better understand results. Participants told of the isolation they felt on U.S. campuses, often interacting only with other international students. Participants told of never being exposed to non-institutional aspects of U.S. culture. U.S.A.I.D. moved quickly in remedy of the problem. Georgetown University coined the phrase "Experience America" early in the C.A.P.S. program. It is now the generally accepted term for a coordinated effort to integrate U.S.A.I.D. scholars with the U.S. culture. U.S.A.I.D. presently considers "Experience America" as equally important to technical expertise in awarding contracts. This has led to a wide range of experiences for AID scholars. In reviewing the large number of activities AID scholars have been involved in,the Agency identified the single most important component as interaction with the American family. Researchers found this to be the most significant factor in determining the satisfaction with U.S. culture, according to Dan Terell, Director of Statistical Research for Office of International Training . ‘2 Today all C.A.P. participants must be involved in a minimum two-week host family stay while in the U.S. This 43 interaction has proven to be a highly valued experience for both participants and families. The U.S. government spends billions of dollars each year on the training of participants from a variety of countries. These participants are trained to return and help develop these countries. The Agency for International Development has developed objectives for all U.S. sponsored training programs. These objectives are directed to improving the life of the people in that country. Universities must develop International Training Programs in accordance with the USAID initiatives. The university can provide numerous training opportunities for faculty and students by pursuing AID-sponsored programs. These programs can have a significant effect on the international flavor of a campus. Robert Black, Project Director for Education and the World View, stated: "Whatever one's view of the world and his place in it, there can be little disagreement that the last decade or two have dramatically challenged virtually every traditional assumption about our global circumstances. The rapidity and pervasiveness with which global events now affect our national and private lives leave little doubt that we are in the midst of significant new transitions in our national future. "Regardless of what the future holds in regard to these global uncertainties, there is a fundamental question of how such fresh national circumstances should reflect on our educational context. The issue cannot be overlooked by anyone who understands the necessity in a democratic society for wide.public understanding of the country's national and international policies."3 44 Educational institutions have the responsibility to adjust their programs to meet the needs of society which these fresh. national circumstances Ihave. created, and. to ‘teach students the wisdom and value judgements which will enable the student to make the optimum contribution to himself, his community, his country, and the world at large. Cyrus Vance, former Secretary of State, stated: "This leads me to the importance of our educational institutions and, the role they’ play; The special obligations which the country's major institutions must now bear - particularly education and the public media - are abundantly clear. For it is in our schools and in our universities that each generation first learns of its world. The complexities of this uncertain age thus impose special responsibilities on them to help create a deeper comprehension of global issues that will make the years to follow more understandable to the body politic."“ Unfortunately, past practices at most universities have not included an emphasis upon the global issues and perspectives to which Secretary of State Vance was referring. As a result, surveys concur with the premise that even though Americans live in an increasingly interdependent world, they remain relatively ignorant about international issues. For example, Educational Testing Services and Carnegie Council Investigations have determined that a majority of the students tested through these programs have had a surprisingly limited understanding of other countries. More astonishing was the fact that tomorrow's teachers (those students in education. who *were tested) scored. the lowest, answering 45 correctly only 39% of the questions which the committee felt were essential to international understandings“ If we feel that our mission as educators is to prepare the youth of our nation to function effectively in the whole world - not just a part of it - then higher education should follow the example of government and business and give more attention to global perspectives and languages in the development of the curriculum and give students more opportunities to have international exchanges. The urgency for international education is immediate. Students currently attending colleges and universities are the decision makers of the future. There is no question that these individuals will need information and understanding about the whole *world if they are to make intelligent decisions in performing their daily activities at the household, local, national and international levelsd“ When, about a hundred and fifty years ago, Americans were debating the desirability of common public schools in which children of rich and poor would be educated at the taxpayers' expense, one of the very difficult questions raised about the equity of such a proposal was, "What justification is there for taxing one person to pay for the education of another person's child?" In due course, this question was resolved in favor, not only of the common elementary school, but eventually in favor of the common American high school as well.‘7 46 Today, the issue may be couched in global terms. Why should U.S. taxpayers pay for or otherwise subsidize the education of students from other countries? Obviously, the parallel is not exact, but there are differences in levels of financial support of foreign students among independent, church-related, and state-supported colleges, universities, and community colleges. Many institutions, moreover, in an attempt to bolster declining enrollments, specifically try to recruit foreign students. Among state colleges and universities, the addition of foreign students may improve the institutions FTE or otherwise enhance its budget, but the taxpayer is sharing some substantial burden to educate the offspring of parents who live outside the borders of the United States. There are some graduate departments, as in engineering or computer science, that would have to be shut down if it were not for the foreign student population.“8 There are some who think of the education of foreign students as a means of helping the U.S. and its balance of payments, since, in effect, the country is providing or exporting educational services. In some instances, there is interest in foreign students as a means of enriching the opportunities on campus for all students. In other instances, there is a fear that some foreign students may steal America's technological secrets and know-how, and thereby give their countries a competitive edge. As the report "Absence of Decision" makes 47 clear, these issues have not been resolved. There are many substantial questions among boards of higher education and legislatures of several states, as to the necessity and the wisdom of subsidizing the education of students from abroad.“’ Bills, such as a recently-introduced and passed law in the State of Arkansas that requires a spoken English test for college faculty, are an excellent example of the xenophobia that many state legislatures feel toward international students. These prevailing attitudes make it more difficult to identify an approach for dealing with the still-growing foreign.student population in the‘United.States. ‘The argument that we are preparing men and.women who will occupy positions as prime ministers, cabinet officers, corporate heads, and who will, upon assuming power, look favorably upon the United States, makes little impression. These attitudes make it very difficult for colleges and universities to plan an educational program for foreign students. The foreign student, one must remember, is many things. He or she is a student in medical school on the verge of becoming a physician. The foreign student may be completing doctoral work in sciences or social science, business or engineering. The foreign student may be a freshman entering a four-year institution, or the foreign student may be one of the thousands who attend community colleges. Each of these categories of foreign students, and the shades in between, require sensitive treatment and careful decision making in regards to funding, educational programs, admissions policies and campus life. In general, there is 48 little recognition by legislators and state boards of higher education that the mixture of foreign students will provide a more enriching opportunity for the state's students, and provide them with interaction and cultural opportunities which will be invaluable later in life. But the evidence to support precisely what foreign students do by providing academic or cultural enrichment is not easy to gather in detail, with the results that some suspicion persists that there is no real value to having international students on a college campus. The state of Oregon, for example, approached the problem by proposing that universities give tuition waivers if there is concrete evidence that an international student will make a specific contribution to the citizens of the state. The legislature of Oregon went on to define precisely what the contributions might be, including working a certain number of hours in the state's public schools, or a certain number of hours working with Oregon's industries, or working in areas of continuing adult education or with the handicapped. John Reichard, Executive Vice-President of the National Association of Foreign Student Affairs, states, "The view that the Oregon approach might be a useful experiment that clearly will be closely watched. Most foreign students do like to contribute; in fact, many are frustrated that they seem to be able to give so little."5° Like many other components of the University, international education is a complex idea. It touches every corner of the University in some manner. By trying to provide 49 a model and definition for this experience, the needs of our international educational community can be better met. The tri-partite definition developed in this chapter allows a university to focus and gain understanding of specific areas of international studies that need to be addressed on a university campus. By developing specific areas within this definition, a university can allow and plan for a consistent development.of an international programmwithin.the university structure by providing resources and commitment for those areas identified by the definition. 50 CHAPTER III E61 on to st an st 51 esi n and o This study was conducted with the 435 full-time faculty members of the University of Central Arkansas. Of the 435 surveyed, 110 responded. In this study, data were collected on immediate, priority, and long-term importance of the following international educational goals: International student services, global awareness, international recruitment and enrollment, faculty exchange, international training, study abroad and English as a Second Language. The instrumentation to be used was a survey which was specifically designed to match long-term importance and short- term priorities. The instrumentation was previously tested on both senior and new faculty members to test the validity and reliability of the tool and several changes and modifications have been made. The faculty members who were previously tested agreed that the final survey was understandable and would provide a workable instrumentation for the survey. This research was designed to give faculty an instrument to provide information to help in the formulation of an international program. By providing a survey of all of the faculty, a thorough understanding as to the international educational goals that faculty deem immediate and important is obtained. The areas of international programs that were surveyed in this data were designed and approved by the University Faculty Senate prior to the formation of the 52 research. These areas, although consistent with areas of international studies throughout the country, are difficult to implement at one time across the board. Therefore, this instrument allows the faculty a device to indicate which of the international areas adopted should be immediately addressed by an international program, and which areas are needed on a long-term basis. This is important for two reasons. 1. Faculty members will have an understanding as to immediate needs for both students and themselves in the international arena. They have daily contact with the existing international student population on campus and are the ones that have the most direct bearing on the internationalization of a campus through courses and exchanges. By allowing faculty to identify the needs that are immediate concerns, the administration then gains support for international programs by allowing faculty to choose the immediate areas into which limited financial resources are funneled. 2. Long-term needs may also be addressed by faculty by taking the identified educational goals and looking at what areas need to be developed over a long period. It is important to view the long-term commitments the University makes so that plans may be formulated to have a long-term effect in these areas. The initial foundational work can be begun by establishing faculty and administrative committees and to begin discussion on what would be the best way to 53 achieve these overall goals. Therefore, by using this design, the overall long-term and short-term direction of the University then can be researched and their input can be acted upon, which makes for a more unified international program. Because faculty play an important and integral part in the success of an international program, it is crucial that their input is used in the development of international programs. If this does not happen, the university has a situation in which they are trying to internationalize from the top down; the curriculum and faculty are not affected and feel no input into this decision, which can have detrimental long-term effects. The kinds of programs will also benefit other similar universities who will be entering this important arena in the coming'yearu Many community colleges, and small- and medium-sized state universities are beginning to develop in this area. This information will provide them a way to view the general feelings of the faculty at a similar university. It also allows them to review which goals and priorities take on a long-term and priority basis, and can be moved upon quickly without the wasting of resources and moving in areas that would not be supported by the faculty. The survey allows for faculty to identify and give input into the established international educational goals. This is important in that it allows movement from ground zero or a starting point in a program to that of a fully-formulated and functioning international programs on a planned and logical 54 scale. The research allows the administration to plan over a long period of time with the support of faculty by giving them input on to what areas should be addressed immediately and over a long-term period. This growth can then be tracked over a period of time and faculty questions on the rationale for moving in a direction are easily answered, based on the input from this survey. The research, based upon the review of the literature, broke the established international goals into one of the three sections of the definition. Goals were labeled either international studies goals, international educational exchange goals, or technical cooperation goals. By labeling each of these goals from the definition established in the review of the literature, we can make assumptions from our finding onto the exact area of the definition that should be addressed, therefore, again providing a rationale for decisions made based upon input from the faculty. Each faculty member was sent.a survey and asked to return it in a timely fashion. The survey was tracked and follow-up applications for completion were sent to those faculty members not returning the survey. Data from the returned surveys were analyzed in terms of frequencies, means of individual goals, an analysis of mean scores and priorities based upon mean scores of the goal that has the highest priority, analysis to show faculty rank of immediate priorities. The following sections detail the procedures. 55 Meets The subjects were the 435 full-time faculty.members of the University of Central Arkansas, of whom 110 responded. Only full-time faculty members were surveyed because a large number of part-time and adjutant faculty may lack a long-term commitment to the university. Also, many areas such as faculty exchange would be unavailable to them because of university guidelines concerning sabbatical leave. Therefore, having the survey of full-time faculty members gave a more accurate description of the attitudes and priorities of faculty members at the University of Central Arkansas. Insmmentatien The instrument used was a survey that was designed specifically for the University of Central Arkansas faculty. The survey was reviewed by the Faculty Senate, as well as faculty members at large to insure clarity of design and understandability amongst the faculty members. Also, ten surveys were given to faculty members in a variety of colleges at the university, and faculty members were then interviewed as to their intended answers to insure reliability of the instrument. The survey, in its final form, was approved for distribution to the faculty at large by the administration and the Faculty Senate in the fall of 1990. 56 EIQQEQEIQE Each faculty member was sent a survey with a pre- addressed return envelope. Follow-up letters to faculty members were sent after a two-week period to urge non- respondents to complete and return their surveys. The data were then correlated and analyzed. mm For each research question, a variety of tests were run, correlating and.providing statistical analysis of the survey. 1. What areas of International Education do faculty members rank as the highest immediate priorities? For'this question, frequencies and.mean scores of each.of the individual goals were obtained, then mean scores and priorities based on mean scores of the goal that has the highest priority were analyzed. What areas do faculty rate as being the most important long-range goals? For this question, frequencies for the importance were run. Data was then analyzed based on the mean scores. Resulting mean scores were analyzed by the goal that had the highest mean and the highest priority. 57 Are there any long-range goals where importance is dependent on priority? For this question, cross-tabulation and chi-square between importance and priority were run for each long- range goal. Based on a significance level of .05, for each test of the null hypothesis, Ho : Priority and importance are independent. The priority and importance are independent variables. If the significance level was below .05, then the null hypothesis was rejected and the alternative hypothesis that priority is dependent on importance was accepted. What is the co-relationship between importance and priority for each of the goals? For this question, a Pearson correlation was also used to test the importance and priority correlations. Ho : There is no relationship between priority and importance. The same .05 significance level was used to reject the null hypothesis. The decision rule is that the null hypothesis was rejected if the significance level fell below .05, and therefore there is relationship between priority and importance. 58 CHAPTER IV 59 W To find out the goal that the faculty members ranked as the highest immediate priority, the frequencies of the responses were counted and the mean scores of priority of each of the seven goals were obtained. Below is a table summarizing the result. The possible score for priority is from 1 to 7, where 1 is the highest priority and 7 is the lowest priority. Below is a table summarizing the results: 23W §__l§oa New S o Misfits: . 2219.11.13! International Student Services 3.462 2 Global Awareness 4.010 5 Recruitment and Enrollment 3.802 4 Faculty Exchange 3.787 3 International Training 4.481 6 Study Abroad 3.383 1 English as a Second Language 4.651 7 As can be observed from the table, the highest immediate priority is the opportunity for students to study abroad with a mean score of 3.383. For this goal, out of 110 total cases, 17.3 percent of the faculty members ranked it as the highest priority and 23.6 percent ranked it as the second highest priority. The second highest immediate priority is providing 60 services to international students with a mean score of 3.462. The lowest priority is providing English courses and tutorial services to non-English speakers in the Conway area with a mean score of 4.651. On the other hand, the same procedure was utilized to find out which goal is perceived by the faculty members as the most important one. The scale for the measurement of importance is from 1 to 4, where 1 is the most important and 4 is the least important. Below is a table summarizing the results: Importance Renting Spmmany Mean geezes pf goals W W International Student Services 3.206 7 Global Awareness 3.165 6 Recruitment and Enrollment 3.067 3 Faculty Exchange 3.067 4 International Training 2.798 1 Study Abroad 3.087 5 English as a Second Language 2.817 2 As can be seen from the table, there was not any goal that is convincingly more important than the others. The most 61 important goal has a mean score of 2.798 and the least important goal has a mean score of 3.206. The most important goal is to provide and develop International Training Programs for faculty members. The least important goal is to provide service to international students. As mentioned earlier, none of the goals is conclusively more important, because even the most important goal has a mean score of 2.798 in a scale of 1 to 4. Only 10.9 percent of the faculty members rated it 1 (most important) 20.9 percent rated it 2 (important) , 39.1 percent rated it 3 (less important), and 23.6 percent rated it 4 (not very important). To gain more understanding between the priority and importance of the goals, the importance and priority of each of these goals are cross-tabulated. The null hypothesis (H0) is that the priority and importance of the goals are not dependent. The objective is to reject the null hypothesis and accept the alternative hypothesis (HA) that the priority and importance of the goals are dependent. The decision rule is for the significance level to fall less than 0.05 to reject the null hypothesis. Below are the results of the cross- tabulation: 62 o s o t o Assesiatm Repween Impor nc geele Signifieenee Leyel eng Rrioripy (