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DOCUMENT RESUME
ED 421 940 HE 031 478
TITLE Educating for Global Competence. America's Passport to theFuture.
INSTITUTION American Council on Education, Washington, DC. Commission onInternational Education.
PUB DATE 1998-00-00NOTE 28p.
AVAILABLE FROM American Council on Education Fulfillment Service,Department 191, Washington, DC 20055-0191; phone:301-604-9073 ($10 plus $3.50 postage).
PUB TYPE Opinion Papers (120)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Federal Government; Federal Programs; Futures (of Society);
*Global Approach; Government Role; *Government SchoolRelationship; Higher Education; International Education;Local Government; *Partnerships in Education; *SchoolBusiness Relationship; *School Community Relationship; StateGovernment
ABSTRACTThis document advocates for a partnership of higher
education with government and business to support the development of aglobally competent citizenry. An executive summary summarizes the roles ofeach member of this partnership: (1) the federal government, which shouldsupport existing effective programs, leverage state and private resources,and ensure that necessary international expertise is available; (2) state andlocal governments, which should provide incentives and reward colleges anduniversities that add an international dimension to their curricula; (3) thebusiness community, which should encourage the hiring and development ofinternationally competent staff and cooperate with colleges and universities;and (4) colleges and universities, which should actively seek partnershipswith business and government to develop new forms of education appropriate toa global economy. Chapter 1 offers a broad look at the global context andglobal trends. Chapter 2 addresses the role of higher education in humanresource development. Chapter 3 offers an agenda for stakeholders andincludes lists of key federal programs and existing partnerships betweencorporate, higher education, and governmental sectors which promoteinternational competence. (Contains 12 references.) (DB)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
uca-Enor G ob
America's Passportto the A'uture
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Educatinfor Global
CompetenceAmerica's Passportto the Future
Endorsed by:
American Association of Community Colleges
American Association of State Collegesand Universities
Association of American Universities
The College Board
NAFSA: Association of International Educators
National Association of Independent Collegesand Universities
National Association of State Universitiesand Land-Grant Colleges
AMERICAN COUNCIL ON EDUCATIONCOMMISSION ON INTERNATIONAL EDUCATION
Copyright 1998
American Council on Education
All rights reserved. No part of this book may bereproduced or transmitted in any form or by any means
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5
AMERICAN COUNCIL ON EDUCATION III
Table of Contents
Foreword v
Executive Summary vii
The New Global Context 1
Higher Education's Role in Developing Human Resources 5
The Stakeholders: An Agenda for Action 11
Endnotes 17
6
AMERICAN COUNCIL ON EDUCATION v
Foreword
1n 1995, the American Council on Education's Commission on Inter-national Education issued Educating Americans for a World in Flux.'Through ten "ground rules" for internationalizing higher education,it urged colleges and universities to prepare a new generation ofAmericans capable of both understanding the transformationsunderway in the modern world and leading them.
This report of the Commission, Educating for Global Competence:America's Passport to the Future, addresses a different audience: those in thenation's economic, business, political, and non-profit sectors. Its objective isto demonstrate the importance of international education cooperation anddevelopment to the nation's economic and political future. It also aims toinform public and corporate leaders of the many campus resources availableto them to enhance their global agendas.
The report addresses new realities of economic competitiveness andnational security in a global context. It acknowledges the emerging globaleconomy in which there are multiple players and in which technological,environmental, health, and demographic issues cross borders. It calls for newpartnerships among higher education, business, and government at the fed-eral, state, and local levels to ensure a globally aware and competent citizenry.
The document resulted from extended conversations among members ofthe Commission and between Commission members and many other expertsand groups, including those who have endorsed the statement.
7AMERICAN COUNCIL ON EDUCATION vII
ExecutiveSummary
merica's future depends upon our ability to develop a citi-zen base that is globally competent. Our nation's place inthe world will be determined by our societywhether it isinternationally competent, comfortable, and confident.Will our citizens be competent in international affairs,comfortable with cultural diversity at home and abroad,
and confident of their ability to cope with the uncertainties of a new age anda different world?
The United States needs many more people who understand how otherpeoples think, how other cultures work, and how other societies are likely torespond to American actions. Whether the issues involve Europe, Asia, Africa,or Latin America, whether they touch on diplomacy, security, foreign affairs,or commerce and finance, global competence will enhance America's worldleadership role.
Higher education has a leadership role to play in developing a globallyliterate citizenry and workforce. International curricula, exchange programs,and development cooperation programs in our colleges and universities ad-dress this goal. They enlarge students' understanding of the world beyond ourborders and improve foreign awareness of our institutions and values. They areinvestments in the nation's future, developing both experts and globally awarecitizens who help build a more prosperous America and a safer world. In theface of massive economic, political, and technological transformations world-wide, such initiatives are needed now more than ever before.
This document advocates a partnership of government and businesswith higher education that will support and strengthen the development ofa globally competent citizenry. Each partner has its own responsibilities inthis task.
The federal government must support an international educationagenda that can ensure that America's ability to exercise world leadership isstrengthened as the new century dawns. Such an agenda must adequately fund
vill EDUCATING FOR GLOBAL COMPETENCE
8
existing effective programs, lever-age state and private resources, andensure that the international exper-tise and research needed to respondto global challenges-whenever andwherever they develop-are availablewhen needed.
State and local governmentsshould provide incentives and re-ward colleges and universities thatadd an international dimension totheir curricula and that prepare thenext generation of globally compe-tent teachers as well as a workforcecapable of competing in globalmarkets.
The business communityshould signal the importance ofinternational education by empha-sizing that it will hire people whoare internationally competent andby providing increased opportuni-ties and incentives to encourageemployees to become so. Corpora-tions will benefit by cooperatingwith colleges and universities tocreate new approaches to interna-tionalizing curricula and by provid-ing opportunities for students towork and study abroad.
Colleges and universities muststrengthen their commitment to
provide to all students an educa-tion that is relevant to the globaleconomy and society of the 21stcentury and to continue to providethe knowledge and expertise thecountry needs. They must devotetheir own resources to the endeavorand actively seek partnerships withbusiness and government. Collegesand universities have a great deal todo if they choose to take seriouslythe task of preparing their studentsfor a global society. New thinking,different rewards, and revised struc-tures for teaching and learning willbe needed-no small task even forthe most energetic and forward-looking institutions. Yet many insti-tutions are dedicating themselves tothese tasks.
As the nation approaches a newcentury, Americans can agree thatwe want a more prosperous society, ahealthier planet, and a world that ismore just, secure, and free. In part-nership with government and thecorporate sector, our colleges anduniversities can help Americansdevelop the global competence to bemore effective and productive work-ers and better citizens of the nationand the world.
9AMERICAN COUNCIL ON EDUCATION I
CHAPTER ONE
The iN ewGlobal Context
rfhat we live in a "global village" has become a truism. Yet manyAmericans do not realize how their security, their health, andtheir very livelihood depend on global systems. As the worldundergoes massive, traumatic, and sweeping transformationsin politics and the economy, international education is moreimportant than ever. Because the confrontation between cold war
superpowers is being replaced by multiple regional, ethnic, tribal, and religiousconflicts, traditional diplomatic, economic, and military assumptions no longerwork.
International trade,
investments, and
tourism account for
more than 15 million
civilian jobs.
Familiar American trade with Europe is being matched by new economic ex-changes with the Pacific Rim. Five million Americans now work for foreign-ownedcompanies situated on U.S. soil, and international trade, investments, and tour-ism account for more than 15 million civilian jobs.2
While international tensions will still arise from traditional concerns aboutmarkets and raw materials, some will grow out of our newly acknowledged inter-dependence regarding the environment, health, refugees, and human rights.3
New Concepts of Security
From the neatly defined bipolar structure of the cold war to today's complexmultipolar structure, economies, societies, and politics are simultaneously moreglobal and more regionally integrated. Traditional political and military threats toAmerican security are now augmented by newer and less familiar challenges, suchas terrorism, regional conflict, and the global organization of crime and narcoticstraffic.
Worldwide free trade and sustainable development, increasingly important toAmerican prosperity, are less likely to flourish in undemocratic nations. Ameri-cans have come to understand that our national security depends on efforts todefend human rights and support democratic values around the world. Just adecade ago, few believed that apartheid in South Africa could be ended
2 EDUCATING FOR GLOBAL COMPETENCE
1 0
Every additional$1 billion in American
exports is estimated to
create 20,000 new
domestic jobs.
Internationalstudents studying atTulane University in
1994-95 contributed
more than $23 million
(including tuition) to the
state economy. In 1995,
international students
and their dependents
spent more than $11
million on non-tuition
expenditures.
Foreign students
generated a nearly
$7 billion services trade
surplus for the United
States in 1993; nearly
one-third of the world's
1.2 million international
students are in the
United States. According
to the U.S. Department
of Commerce, these
enrollments create
more than 100,000 jobs.
or that the wall dividing Berlin wouldcome down in this century. Yet thesetriumphs of democracy undoubtedlyhave advanced human rights and madethe world a safer place for all. The ca-pacity of the United States to sustain itsrole as a champion of freedom and de-mocracy requires continued attentionto humanitarian concerns.
These new security issues signifi-cantly affect the quality of American life.Civil strife in Bosnia, Herzegovina, orthe Middle East puts the men andwomen of the American military andtheir families in harm's way. Interna-tional terrorism and organized crimedirectly threaten American citizens.4
And the international narcotics industrydisrupts many of our cities and towns.
Issues mdthout Borders
The scope, complexity, and speed offactors in international affairs, such asenvironmental change, epidemics,refugee migrations, the march of tech-nology, and the search for commercialadvantage, have intensified. Knowl-edge and understanding of othercountries and cultures are prerequisiteto the international collaborationrequired to address such global andregional problems.
The environment. Acid rain, threatsto water tables and international fisher-ies, destruction of rain forests, toxicwaste, pollution from industrial andautomobile byproducts, and damage tothe ozone layer respect no boundaries.They are so fundamental to the well-being of every nation and people thatthe heads of state of 120 nations met in1992 in Rio de Janeiro to discuss themat the Earth Summit.
Population growth. The world'spopulation is expected to doublein the next 50 years, with 90 percentof the growth occurring in developingcountries.5 Sustainable developmentmust meet increasing demands forwater, food, energy, and natural re-sources. Conserving the environmentwhile breaking the poverty cycle in thedeveloping world is both an interna-tional and a local challenge.
Refugee and immigrant migrations.Movement of peoples within regionsand across national boundaries contin-ues unabated. Refugees are evidence ofmisery, want, and conflict in manyparts of the worldwhether they arepeople from Haiti in the United States,Rwandans in The Democratic Republicof the Congo, Kurds in Iraq, or Pales-tinians in Jordan. Immigrants fleeingrepressive regimes, civil strife, or pov-erty both enrich society and place in-creased demands upon state and citygovernments. Turkish "guest workers"in Germany and Asian and LatinAmerican immigrants in the UnitedStates take jobs others refuse, but theyoften evoke a backlash of communitytension and prejudice.
Health issues. As goods and peoplemove among the continents, diseasescannot be confined within geographicborders. Global cooperation on healthissues is an emerging new imperative.
Science and technology. Rapidlydeveloping technologies, includingcomputers, satellite and fiber opticsystems, and the Internet, are wiringtogether the peoples of the world. Asinformation becomes the new rawmaterial of commerce and diplomacy,familiarity with several languages is
the key to primary source materials.International cooperation in a host ofareas, ranging from public health tothe environment, depends on a poly-lingual citizenry.
Emerging Economic Realities
International forces are most evidenton the economic front. Massive newmarkets are both redefining the globaleconomy and reshaping business, life,and work at home and abroad. Multina-tional trade agreements integrate theinternational economy along regionalor global lines. The General Agree-ment on Tariffs and Trade (GATT), theAsian Pacific Economic Consortium(APEC), the North American FreeTrade Agreement (NAFTA), and theEuropean Union (EU) have powerfulimplications for the Americaneconomy.
Job creation in the United Statesand the vitality of its local communitiesdepend increasingly on trade. By 1993,10.5 million Americans' jobs were sup-ported by U.S. exports.8 In the firsthalf of this decade, according to thelate Secretary of Commerce Ronald H.Brown, U.S. exports accounted formore than one-third of American eco-nomic growth.7 The number ofexport-related jobs grew six timesfaster than total employment;export growth created more than1.1 million new American jobsbetween 1990 and 1993.8
International trade in servicesis growing even more rapidly in ournewly wired world. For example,the international reach of finance in-creasingly brings nations and peoplescloser together. The rapid flow ofcapital among nations, consumers'
immediate access to cash through ATMmachines, and instantaneous marketresponses to capital and currencychanges around the globe signify oursmaller, more interdependent world.
Multiple Players
States, counties, cities, and local com-munities increasingly understand thattheir economic future is linked to de-velopments elsewhere. Changes inChinese dietary preferences attract theattention of ranchers in Montana.Ukrainian harvests affect wheat farm-ers in Kansas. Aging equipment at AerLingus or Japan Airlines is an opportu-nity for airplane manufacturers inWashington. The strength of the yenand the Mark affect auto makers inMichigan as well as their dealers andsuppliers across the country. Ripplesfrom international developments suchas these spread to all parts of theUnited States.
State and local governments inrecent decades have taken an activeinterest in international issuesespe-cially trade concerns. According torecent figures from the U.S. Depart-ment of Commerce, 94 major metro-politan areas reported export gains of$1 billion or more in 1995 (up from 77cities in 1994), with Detroit (automo-biles), New York City (primary metals,including gold), and San Jose (comput-ers and electronic products) leadingthe way.9 All levels of American gov-ernment need stronger trade and cul-tural ties with nations in many partsof the world.
Throughout the state
of Georgia, area
councils that sponsor
study abroad programs
have been established
with state support;
junior faculty have
received Chancellor
Awards from the
university system to
pursue work in China,
England, and South
Africa.
The Maricopa
Community Colleges inArizona provide training
programs for business
and industry professions
from Chengdu, China,
relying on mostly pro-
bono contributions from
the City of Phoenix and
area businesses such
as Motorola. This
partnership illustrates
how resources can be
leveraged from private
and public sectors and
higher education for
global development
cooperation.
CHAPTER TWO
Higher Education'sRole in DevelopingHuman Resources
rirhe challenges of global transformation in national security, for-eign policy, competitiveness, the environment, public health,population control, and the eradication of want and miseryresulting from famine, natural disasters, or population disloca-tions call for many more U.S. citizens with in-depth expertiseand knowledge of other nations, including their languages,
cultures, and political, economic, and social systems.The human resource implications of this transformed world have begun
to surface throughout the public and private sectors:
American diplomacy and national security depend on access to scholars withadvanced training in the languages and cultures of the world. When crises erupt,it is too late to create the expertise that could have forestalled or better managedthem. A 1995 survey of foreign language needs at 33 federal agencies concludesthat the agencies have more than 34,000 positions that require foreign languageproficiency, including more than 20,000 positions in the defense and intelligencecommunity.
Corporations also require global competence to manage production andmarkets. According to a recent survey, 86 percent of corporations report thatthey will need managers and employees with greater international knowledge inthe decade ahead.1°
States and localities are new players in the international arena. Since 1985,most states and many cities have conducted trade missions to foreign countries;several have established permanent offices overseas.
These developments and others point to the need for sustained attentionto the human resource requirements of the global village. For reasons of bothstatecraft and commerce, the United States needs many more people who havemuch more knowledge in many more disciplines about the internationalchallenges of the new century.
According to a recent
survey, 86 percent of
corporations report
that they will need
managers and
employees with
greater international
knowledge in the
decade ahead.
A 1995 survey
of foreign language
needs at 33 federal
agencies concludes
that the agencies
have more than
34,000 positions
that require foreign
language proficiency,
including more than
20,000 positions
in the defense and
intelligence
community.
If such knowledge and people areto be found, the nation's institutions ofhigher education must produce them.The nation's campuses are uniquelypositioned to respond to urgent na-tional needs by:
developing the global literacy oftheir graduates through the interna-tional dimensions of the curriculum;
creating community outreach pro-grams to help explain global develop-ments to the American people;
developing experts and leadersthrough graduate programs;
conducting research on global is-sues, world areas, and internationalbusiness;
providing first-rate foreign languageinstruction and research;
supporting international exchangesof students and faculty; and
conducting the research that con-tributes to global well-being and thedevelopment of poor nations.
In each of these areas and others,the United States can draw on theworld-class resources of its college anduniversity campuses.
A Global Curriculum
By adding international dimensionsto their curricula and internationalexperts to their faculties, the nation'scolleges and universities have becomea major resource for preparing thepeople of the United States for theglobal challenges confronting them.
Thematic, multidisciplinary pro-grams, such as environmental studiesor conflict resolution, are infusinginternational dimensions into tradi-
tional disciplines. A growing numberof universities have established inter-national business programs that re-quire knowledge about the culture andfluency in the language of a particularcountry or region. In the past fewyears, several institutions have ex-panded such programs to engineeringand other fields.
Graduates who can function effec-tively in a global environment can pro-vide direct benefits to businesses,helping them access emerging interna-tional markets, supporting the exportefforts of small and mid-size companiesthat have become the greatest sourceof new jobs in America.
International courses, languagetraining, and experiences in othercountries are also vital to teacher train-ing. Teachers with such expertise willbetter understand the world and therole of the United States in interna-tional affairs.
New emphases on the internationaldimensions of curricula support highereducation's public service function,enabling better outreach to primaryand secondary schools, the commu-nity, the media, and government. Intimes of diplomatic or military crisis,the media search for academic expertsto interpret events as they develop andto explain their significance to an anx-ious public. During the Persian GulfWar, for example, American universi-ties supported extensive efforts to in-terpret and explain events to bothgovernment personnel and members ofthe public. One university conducted aworkshop for its state's National Guardand made more than 100 presentationsto the media. Another institution orga-nized briefings on the complex inter-play of culture, politics, and national
rivalries in the Middle East for theFederal Bureau of Investigation andthe Immigration and NaturalizationService."
Producing Experts and Leaders
Highly specialized graduate programsin the languages and cultures of spe-cific world areas create and maintainthe expertise and research base re-quired to support day-to-day Americandiplomacy and the development ofdefense and foreign policies in a chang-ing world. University centers in foreignlanguages, area studies, internationalstudies, and international businessand university schools of internationalaffairs are the primary sources of for-eign language- and area-trained stafffor government agencies, includingthe Department of Defense, the De-partment of State, the Central Intelli-gence Agency, the U.S. Agency forInternational Development, and theU.S. Information Agency. Graduates ofthese programs also assume leadershippositions in education, journalismand broadcasting, the corporate world,and the non-profit and philanthropicsectors.
These programs are the primarysource of national expertise on non-European countries; sometimes theyare the only source of such training andresearch. They maintain national ex-pertise in such little-known languagesas Tajik, Ozbek, and Kazak, and insuch countries as Uzbekistan andKazakhstan (a newly independent re-public, which is now a global nuclearpower). However, recent studies esti-mate that the number of experts inthe pipeline today is not sufficient toreplace expected retirements in thisdecade.12
Foreign Language Instructionand Research
The nation's campuses are our nationalresource for teaching languages of allkinds and for research on languagedevelopment, teaching methods, andthe interrelationships between andamong language and culture. Masteryof a second language and cultural sen-sitivity are crucial for diplomacy, forinternational business, and in fields asdiverse as engineering and medicine.
In Europe, most young peoplespeak a second language (usually En-glish), and many are fluent in a third aswell. Although English is the languageof commerce around the globe, fluencyin a host nation's language is helpfulnot only in negotiations, but also as agateway to the culture.
Besides producing language ex-perts, the United States must producescientists and researchers with lan-guage skills that will enable them tocollaborate with colleagues in othercountries to solve global health, envi-ronmental, and other problems. Somecolleges and universities have intro-duced special programs to help stu-dents continue their language studiesthrough majors in engineering, busi-ness, and other disciplines.
Because it is difficult to predict farin advance what national needs forforeign language expertise will be, thecapability for teaching and research inall languages is a significant nationalresource. The United States must pre-serve and improve it at the nationallevel, not permitting its erosion in theface of budget pressures.
158 EDUCATING FOR 010 BAL COMPETENCE
THE VALUE OF
INTERNATIONAL
EDUCATIONAL
EXCHANGE
PROGRAMS
Exchange programs have a multiplier effect for
sponsoring governments. A U.S. General Accounting
Office study notes that every federal dollar spent on
exchange programs attracts $12 in private support.
G Faculty exchanges can directly advance American
policy interests. Conferences and exchanges between
U.S. academic institutions and the Supreme Court
of Pakistan, for example, have helped effect the
democratic expansion of the Pakistani judicial
system.
Exchange programs benefit the U.S. balance of
trade. One-third of the world's 1.2 million interna-
tional students study in the United States. Foreign
students generated a nearly $7 billion dollar services
trade surplus for the United States in 1993.
Exchange programs support the domestic economy.
According to the Department of Commerce, foreign
enrollments make U.S. colleges and universities the
nation's fifth largest exporter of services and create
more than 100,000 American jobs.
Most of the costs of foreign students in the United
States are borne by students and their families. Only
about 1 percent of foreign students in the United
States receive primary funding from the U.S.
government.
While the majority of U.S. students abroad still go
to Europe, the Institute for International Education
reports a 15 percent increase in U.S. students in
Africa, Asia, and Latin America in the 1990s.
Since its inception in 1946, many of the more
than 200,000 alumni of the Fulbright program have
assumed leadership positions in academic, govern-
mental, and private sector organizations throughout
the world.
Foreign Fulbright alumni have assumed important
leadership positions in their nations. The president of
Brazil and the prime minister, foreign minister, and
minister of finance in Poland's new government are
all former recipients of Fulbright scholarships who
are now building democratic institutions and open,
competitive economies.
American Fulbright scholars contribute to U.S.
foreign policy and human rights interests abroad.
American Fulbright professors in Albania have
established a successful journalism program at the
University of Tirana, injecting the concept of freedom
of the press into what had been until recently one of
the world's most closed societies.
Exchange Programs
International exchange programs,whether for undergraduates, graduatestudents, or faculty members, provideAmericans with first-hand experiencein foreign cultures that often is essen-tial to gaining international compe-tence. They provide foreign studentsand scholars with a new appreciationof U.S. values and the American wayof life.
The personal relationships thatdevelop in such programs contributeto a web of interconnectedness andtrust that links our country with therest of the world. Because exchangeprograms involve so many people whobecome leaders in their own countries,they are among our most effective toolsfor advancing our national interests inforeign affairs.
Exchange programs range fromshort-term seminars abroad to longer-term study and research. Whatevertheir length, each provides a uniquebenefit. Even brief exposure to a differ-ent culture may stimulate a lifelonginterest in events in that country andits region. Ayear-long study abroadprogram allows for immersion in thehost country's culture and provides theopportunity to become fluent inits language and functional in its soci-ety. Long-term graduate student andfaculty research projects and intern-ships in companies abroad develophigh-level expertise. They provide theopportunity for deeper understandingof the culture's values and systems andof how its people think and work.
Few diplomatic initiatives canpoint to the kind of sustained successthat international exchange effortssuch as the Fulbright program havebeen able to attain, relatively inexpen-sively, over the years. Too few Ameri-cans have such experiences abroad.Since 1985, study abroad consistentlyhas involved less than 1 percent of totalstudent enrollments. Three-quarters ofAmericans who study abroad do so foronly one quarter, summer, or semester.Most study in England or WesternEurope. Unlike foreign students inthe United States, the vast majority ofAmerican undergraduates abroad arenot sufficiently fluent in the hostcountry's language to study university-level subjects in that language. Oppor-tunities for internships with foreigncompanies, among the most usefulexperiences for building an interna-tional career, are extremely limited.
The need for public and privateinvestment in focused study or serviceabroad is great; the resources currentlydevoted are insufficient.
Research to SolveGlobal Problems
Higher education institutions playa key role in cooperative developmentby working with counterparts aroundthe world to bring a variety of re-sources and skills to bear on develop-ment problems. Partnerships enableU.S. higher education institutions tostrengthen their curricula and re-search, and to provide their studentsand faculty with opportunities to learnabout the issues, systems, and culturesof developing countries. They also help
the host nations' universities producethe leaders, officials, managers, scien-tists, and technicians required to createsustainable economic growth andstable societies.
The continued prosperity of theUnited States depends increasingly onhow other nations manage populationgrowth, improve industrial practiceand land and energy use, gain access tointernational markets, and build stabledemocratic institutions that are able toadvance and defend human rights.Global development in the post-coldwar era needs to be redefined as devel-opment cooperation rather than asforeign aid. Such implied mutualitysuggests a flow of goods and informa-tion to solve common problems.
U.S. higher education institutionswork with public and private institu-tions and organizations in developingcountries to create interdisciplinaryapproaches to complex developmentproblems, such as the environment,health, and agricultural productivity.American colleges and universitiesalso work with corporations and withgeneticists, biochemists, and molecu-lar biologists in universities abroad ona range of technological, agricultural,and health issues. The benefits of theseefforts help both the United States andthe developing world.
As William A. Rugh,
former U. S. ambassa-
dor to North Yemen,
said in a recent
interview:
"One of the major
lessons I take from my
30-year career in the
foreign service is that
the best way, by far, for
an American to learn
about a foreign culture
is by living abroad for at
least a year. There is no
substitute for first-hand
experience. No amount
of reading or watching
films can convey a true
picture of what is in
the mind of a foreign
businessman, or
government official,
or military officer.
Of all the money we
spend on international
affairs, nothing is more
important for our long-
term interests than the
money we invest in
learning about foreign
areas through the
international exchange
programs."
("If Saddam Had Been
a Fulbrighter...," The
Christian Science
Monitor, November
1995, p. 19).
1 7AMERICAN COUNCIL ON EDUCATION 11
CHAPTER THREE
The Stakeholders:Agenda for Action
igher education, government, and the private sector all haveessential roles to play in responding to the need for interna-tional awareness. Government at all levelsfederal, state,and localand the private sector must work in partnershipwith the nation's colleges and universities to increase publicawareness of the significance of global changes and to pro-
mote new ways of addressing them.
What Higher Education Should Do
Higher education cannot say that it has done all it can to produce globallycompetent graduates. Colleges and universities must, for example, find newways to:
infuse the curriculum with international perspectives and information;
encourage all students to study languages to a higher level of proficiency andto become knowledgeable about other cultures through study and internshipsabroad; and
encourage and reward their faculty for becoming global thinkers in theirteaching and research.
Presidential leadership and trustee supportin words and actionare essentialif the international agenda of an institution is to be seen as a serious one. Like anyinstitutional priority, internationalization requires the allocation of hard institu-tional resources to form a solid base, and the use of external funds to supplementand enrich that base. Partnerships with other institutions, community groups,and businesses are important ways to leverage an institution's own investment ininternational education.
HIGHER
EDUCATION
COOPERATION
ADDRESSES
DEVELOPMENT
PROBLEMS
African countries have reduced their dependence
on food imports because of agriculturists and
social scientists from American universities working
with the United States Agency for International
Development.
* Many community colleges have provided entrepre-
neurship training and assistance in the development
of technical training programs and institutions in
other countries.
African studies faculty in the United States have
worked with the corporate sector, the National
Institutes of Health, and colleagues from several
African universities on a series of tropical diseases
that threaten our own country.
American researchers used black bean germ
plasm from Central America to develop hardy
varieties that can be planted and harvested in the
United States with fewer losses. American scientists
at a major state university are examining newly
discovered genetic material from Eastern Europe to
see if its ability to diversify and strengthen fruits and
vegetables can improve the state's important cherry
industry. A parasitic wasp introduced into one U.S.
state from Eastern Europe's Carpathian Mountains is
helping keep that state's $100 million wheat crop
free of cereal leaf beetle damage.
What the FederalGovernment Should Do
Constitutionally, the federal govern-ment has the responsibility to ensurethat the nation is prepared to respondto the challenges presented by its rela-tionships with other nations. Nationalleaders must ensure that America'sability to exercise international leader-ship continues unimpaired into thenext century.
The need for internationalexpertise is growing. The federal gov-ernment must maintain a stable leader-ship role in international educationbecause of the clear relevance of globalcompetence to critical national agen-das in foreign policy, security, and theeconomy. To those ends, the federalgovernment should support an inter-national education leadership agendathat:
adequately funds existingeffective international educationprograms;
ensures the funding of programsthat respond to national needs butthat are neither the priorities of indi-vidual states nor likely to be met bymarket forces (these would includeprograms in less commonly taughtlanguages and educational exchanges);
uses federal funds efficiently toleverage matching funds from states,corporations, philanthropic organiza-tions, and universities themselves;
mobilizes the resources andcooperation necessary at all levelsof education, government, and theprivate sector to address nationalneeds for global competence;
KEY FEDERAL
PROGRAMSPROMOTE GLOBAL
COMPETENCE
U.S. Department
of Education
The Department of
Education supports
international education
through a number of
efforts, most funded
through Title VI of the
Higher Education Act.
These programs
include: National
Resource Centers,
Foreign Language and
Area Studies Centers,
and Centers for
International Business
Education.
The department also
manages the Fulbright-
Hays program, which
underwrites the cost of
faculty research and
dissertation research
abroad as well as group
projects and seminars
abroad for teachers and
administrators.
The department's
Fund for the Improve-
ment of Postsecondary
Education supports
innovative projects
in higher education,
including many in
international studies and
foreign languages.
United States Agency
for InternationalDevelopment (USAID)
USAID supports
academic involvement
in international
development projects,
training in the United
States for technical and
professional personnel
from developing
countries, and linkages
with universities in
developing nations.
United StatesInformation Agency(USIA)
USIA administers a
variety of international
exchange programs,
including the Fulbright
Program for scholarly,
faculty, and student
exchanges; the
University Affiliations
Program, which
promotes partnerships
between U.S. and
foreign institutions of
higher education; the
Citizen Exchange
Program; and the
International Visitors
Program, which
introduces international
leaders to the United
States.
Other Departmentsand Agencies
Many other federal
departments and
independent agencies
also support essential
international education
activities.
The Department of
Defense supports the
National Security
Education Program
(NSEP), which provides
funds for undergraduate
and graduate student
study abroad in areas
less commonly visited
by U.S. students. NSEP
also supports institu-
tional efforts to develop
new international
programs.
The Department of
State funds a Russian,
Eurasian, and East
European Research
and Training Program
to develop national
expertise in these areas.
The National
Endowment for the
Humanities supports
scholarly work in foreign
languages and area
studies, as well as the
history and literature of
many nations.
The National Science
Foundation's Division of
International Programs
encourages collabora-
tive science and
engineering research
and education by
supporting joint projects
of U.S. organizations
and institutions and
their international
counterparts.
All of these federal
efforts are essential.
Such international
education and exchange
activities are not
primarily a corporate
responsibility, and states
and local communities
have no reason to
support most of them.
Universities alone
cannot cover the cost of
providing instruction in
the vast array of foreign
languages and area
studies needed by the
nation.
ensures that government agencies atall levels (federal, state, and local) haveavailable the international expertiseand knowledge (along with a compre-hensive research base) required torespond to international challengeswhenever they develop and whereverthey occur; and
recognizes and makes use of the richinternational expertise available in ournation's colleges and universities.
What State and LocalGovernments Should Do
The social and economic well-being ofstates and communities is increasinglytied to international involvement. Re-gional interests, often defined by geo-graphic proximity to other regions ofthe world; the ethnic makeup of com-munities, cities, and states; state andcity relationships with counterparts inother countries; and trade interestsabroad or foreign investment at homeprovide compelling reasons for statesto support international education.
We urge state and local govern-ment officials and policymakers to:
provide incentives to collegesand universities to internationalizetheir curricula and develop the nextgeneration of globally competentteachers;
collaborate with higher educationinstitutions to produce state and localworkforces that are capable of compet-ing in global markets, competent inforeign languages, and aware of thedynamics of international issues;
provide incentives for collabora-tion among higher education institu-tions and K-12 on foreign languageinstruction and internationalizing thecurriculum;
assess needs and develop appropri-ate strategies for building global com-petence, including collaborativeactivities among institutions of highereducation, public and private agenciesin the state (and local communities),and academic linkages with institu-tions abroad;
call on local colleges and uni-versities for information and expertadvice on other cultures whenestablishing trade missions overseas;and
support higher education interna-tional outreach programs to help theprivate sector develop emerging mar-kets; help state and local economicdevelopment councils attract foreigninvestment; and improve public under-standing of complex foreign policy anddevelopment issues through the pressand broadcast media.
What Corporations Should Do
While a strength of the private sectorin the United States is its emphasis onshort-term results, the vast scope andspeed of today's global changes alsorequire long-term thinking and strate-gies. Working with colleges and univer-sities to ensure a globally competentworkforce is an important corporateinvestment.
Some companies in the UnitedStates and other countries alreadyengage in such cooperation. For ex-ample, many corporations work withuniversities and community collegesto strengthen international businesscurricula, while faculty members oftenserve as consultants on overseas ven-tures. Other companies provide intern-ship opportunities for U.S. students intheir overseas branches, or for foreignstudents in the United States.
CORPORATE/HIGHER
EDUCATION/
GOVERNMENT
PARTNERSHIPS
PROMOTE
INTERNATIONAL
COMPETENCE
The Coca-Cola
Foundation, in coopera-
tion with Michigan State
University (MSU), has
launched a new Global
Fellows Program that
will provide grants of up
to $2,000 for short-term
and up to $5,000 for
semester-long study in
one of 20 MSU study
abroad programs in
Africa, Asia, Europe,
Latin America, and the
Middle East. These
scholarships will enable
both secondary school
foreign language
teachers and U.S.
university students to
acquire international
perspectives, promote
cross-cultural under-
standing, and expand
their intercultural and
language skills.
In Canada, the
Celanese Corporation
recently announced the
Celanese Canada
Internationalist
Fellowships. Beginning
in spring 1997, between
125 and 150 fellowships
of $10,000 each will be
awarded over the initial
five years. The total
value of the program is
$1.5 million, and
fellowship recipients
may study anywhere in
the world except Canada
and the United States.
The University of
Hartford has hosted
more than 30 Russian
business entrepreneurs
for six months to a year,
offering them graduate-
level business courses
and internships with
area companies. They
are funded by the area
companies.
The United States
Mexico Chamber of
Commerce funds the
Buen Vecino Internship
Program, under which
40 U.S. and Mexican
companies, associa-
tions, and state trade
agencies provide
opportunities for
students from the United
States and Mexico with
an overview of U.S.-
Mexico business
relations; knowledge
about a specific industry
by service as unpaid
interns in corporate
member offices; and
exposure to another
culture by living with a
host family. In 1995 and
1996, 65 students from
15 universities
participated in the
program. (See web
page at http://www.
usmcoc.org/usmcoc/
bvip.html )
Sanyo Semiconductor
provides support for
study abroad for
students at Ramapo
College, sponsors
student interns in the
United States, and
sponsors students on
paid internships in
Osaka, Japan, Hong
Kong, Singapore, and
Hamburg, Germany.
Jaguar provides
co-op placements for
students at its corporate
headquarters in New
Jersey and at its world
headquarters in
Coventry, England.
Citicorp funds five
Fulbright foreign stu-
dent grants from five
different regions in the
business, economic, or
international relations
sectors.
In 1997, American,
United, Delta, Mexicana,
and Aeromexico airlines
agreed to provide
without cost all travel in
both directions for
Mexican Fulbright
grantees. This program
is valued at more than
$100,000 a year.
The Coca-Cola
Foundation, partnering
with the U.S. Fulbright
Association, sponsors
the annual J. William
Fulbright Prize for
International Under-
standing. The prize,
worth $50,000, goes to
individuals, groups, or
organizations whose
contributions "have
made a substantial
impact in breaking
barriers which divide
human kind." Coca-
Cola also has sponsored
Fulbright grantees in
such countries as
Venezuela and Germany.
We urge corporate America to:
partner with higher education insti-tutions to increase public awareness ofthe growing necessity for global com-petence and intercultural sensitivity inthe workplace;
work with higher educationinstitutions to design programs andcurricula to address corporations' fu-ture employment demands for interna-tional competence;
reaffirm the importance of interna-tional education as corporations hireemployees who are internationallyaware and provide incentives (such aspromotions or training opportunities)for employees to expand their globalcompetence;
help higher education institutionsmeet the high costs of internationaltraining and research programs inbusiness, science and technology, andthe professions;
provide incentives for students, fac-ulty, administrators, and communityleaders to participate in internationalexchange programs; and
provide incentives for collaborationof higher education institutions andK-12 on curriculum and foreign lan-guage instruction.
The lime to Act
This is not the first time the nation'spublic and private sector leaders havebeen called on to improve the capacityof the American people and their insti-tutions to meet the nation's interna-tional obligations. Nor will it be thelast. Yet now is the time to act.
As the nation approaches a newcentury, all Americans can agree thatwe seek a more prosperous nation, ahealthier and more livable planet, anda safer and freer world. Building such afuture will require action from manypeople on many fronts.
Where America meets the worldis where national needs confrontinternational realities. On thatfrontier, international education iscritical. Our higher education insti-tutions are charged with developing acitizenry with the global competence,talent, and skill to create not simply abetter and more prosperous America,but a better, safer, and more livableworld.
Endnotes
1 American Council on Education, Educating Americans for a World in Flux: Ten Ground Rules forInternationalizing Higher Education, Washington, DC: American Council on Education, 1995.
2 National League of Cities. Local Officials Guide: Leading Cities in a Global Economy. NationalLeague of Cities, Washington, DC: 1985, P. 19.
3 Coalition of International Education, Testimony on FY97 Appropriations for the Department ofLabor, HHS, and Education, House Subcommittee on Labor, HHS and Education Appropriations,14 May 1996, pp. 1-2.
4 To meet these challenges, according to Washington Post reporters, R. Jeffrey Smith and Thomas W.Lippman, the Federal Bureau of Investigations recently proposed doubling the number of offices itmaintains in foreign locations 23 to 46. See also: FBI Plans to Expand Overseas," The WashingtonPost, 20 August, 1996, p. 1.
5 The Carnegie Commission on Science, Technology, and Government, Partnerships for Global Devel-opment, The Clearing Horizon, New York: The Carnegie Commission, December 1992, p. 37.
6 National League of Cities, op. cit., p. 33.7 Testimony of Ronald H. Brown, Secretary of Commerce, Committee on Government Reform and
Oversight, 6 September 1995.8 "Foreign Assistance to Agriculture: AWin-Win Proposition," International Food Policy Research
Institute, 1996.9 U. S . Department of Commerce, International Trade Administration. Metropolitan Area Exports: An
Export Performance Report on Over 250 US. Cities. Washington, D.C., October 1996.
io Coalition for the Advancement of International Studies, Spanning the Gap: Toward a Better Busi-ness and Education Partnership for International Competence. Washington, DC: Coalition for theAdvancement of International Studies, December, 1989, pp. 7-8. Se also: Adelman, Clifford. "WhatEmployers Expect of College Graduates: International Knowledge and Second Language Skills."Research Report, Office of Research and Improvement, U.S. Department of Education, July 1994;and Bikson, T. K. and S.A. Law. Global Preparedness and Human Resources, Collegeand Corporate Perspectives. Santa Monica: Rand, 1994.
11 Coalition for International Education, op. cit., p. 4.12 Prospects for Faculty in Area Studies, Stanford University, 1991.
ACE Commission on International Education*
The American Council on Education's Commission on International Education, which includes morethan 40 college and university presidents and the heads of other major associations, advises the Councilon the development of policies and programs in the international field. On occasion, it releases its ownstatements on major policy issues.
Tomas A. Arciniega, PresidentCalifornia State University, Bakersfield
Lionel V. Baldwin, PresidentNational Technological University
Julius Chambers, ChancellorNorth Carolina Central University
Thomas W. Cole, Jr., PresidentClark Atlanta University
Carol Cowan, PresidentMiddlesex Community College
Joseph M. Cronin, PresidentBentley College
Leonardo de la Garza, ChancellorTarrant County Junior College
C. Brent DeVore, PresidentOtterbein College
James Doti, PresidentChapman University
Richard J. Ernst, PresidentNorthern Virginia Community College
S. Malcolm Gillis, PresidentWilliam Marsh Rice University
Robert Giroux, PresidentAssociation of Universities and Collegesof Canada
Efrain Gonzalez Tejera, ChancellorUniversity of Puerto Rico-Rio Piedras
Carlos Hernandez, PresidentJersey City State College
Ellen S. Hurwitz, PresidentAlbright College
Eamon Kelly, PresidentTulane University
William Kirwan, PresidentUniversity of Maryland College Park
Richard M. Krasno, PresidentInstitute of International Education
Francis L. Lawrence, PresidentRutgers, The State University of New Jersey
Julio S. Leon, PresidentMissouri Southern State College
David E. Maxwell, DirectorNational Foreign Language Center,The Johns Hopkins University
John M. McCardell, Jr., PresidentMiddlebury College
Francis J. Mertz, PresidentFairleigh Dickinson University
Richard S. Meyers, PresidentWebster University
Kathryn Mohrman, PresidentColorado College
Karen W. Morse, PresidentWestern Washington University
Miguel Nevarez, PresidentUniversity of Texas, Pan American
Mark A. Nordenberg, ChancellorUniversity of Pittsburgh
Carlos Pallan Figueroa, General ExecutiveSecretaryAsociación Nacional de Universidades e Institucionesde Educación Superior (ANUIES)
Richard E. Peck, PresidentUniversity of New Mexico
Anne Ponder, PresidentColby-Sawyer College
Diann Schindler, PresidentOakland Community College, Auburn Hills Campus
Marilyn Schlack, PresidentKalamazoo Valley Community College
David K. Scott, Chancellor (Chair)University of Massachusetts at Amherst
Allen Lee Sessoms, PresidentQueens College, City University of New York
Gloria Shatto, PresidentBerry College
Dolores Spikes, PresidentUniversity of Maryland Eastern Shore
Pamela Transue, PresidentTacoma Community College
Joyce S. Tsunoda, Senior Vice Presidentand Chancellor for Community CollegesUniversity of Hawaii
John Van de Water, DeanOffice of International Education,Oregon State University
David Ward, PresidentUniversity of Wisconsin-Madison
Diana Chapman Walsh, PresidentWellesley College
John D. Welty, PresidentCalifornia State University, Fresno
Craig Dean Willis, PresidentLock Haven University of Pennsylvania
John E. Worthen, PresidentBall State University
* Former Commission members Naomi Collins, thenExecutive Vice President & CEO of NAFSA: Associa-tion of International Educators; Jody Olsen, thenCEO of the Council for the International Exchangeof Scholars; Robert A. Scott, President of RamapoCollege ofNew Jersey; Eleanor Smith, then Chan-cellor of the University of Wisconsin, Parkside; andHumphrey Tonkin, President of the Universityof Harord, also contributed materially to theformulation of this document.
ACE Board of Directors
Executive Committee
Michele Tole la Myers, PresidentDenison UniversityChair
Lois B. De Fleur, PresidentState University of New York at BinghamtonVice Chair/Chair Elect
Barry Munitz, ChancellorThe California State University SystemImmediate Past Chair
Eduardo J. Padrón, PresidentMiami-Dade Community CollegeSecretary
Francis T. Borkowski, ChancellorAppalachian State University
Rita Bornstein, PresidentRollins College
Freeman A. Hrabowski, III, PresidentUniversity of Maryland Baltimore County
Manuel T. Pacheco, PresidentUniversity of Missouri System
Kenneth A. Shaw, President/ChancellorSyracuse University
Stanley 0. Ikenberry, PresidentAmerican Council on Education
Class of 1997
Francis T. Borkowski, ChancellorAppalachian State University
Rita Bornstein, PresidentRollins College
Freeman A. Hrabowski, III, PresidentUniversity of MarylandBaltimore County
Barry Munitz, ChancellorThe California State University System
Manuel T. Pacheco, PresidentUniversity of Missouri System
Sherry H. Penney, ChancellorUniversity of Massachusetts Boston
Gwendolyn W. Stephenson, PresidentHillsborough Community College
Class of 1998
Raymond C. Bowen, PresidentLaGuardia Community College City Universityof New York
John A. DiBiaggio, PresidentTufts University
Edward B. Fort, ChancellorNorth Carolina Agricultural & Technical StateUniversity
Martin C. Jischke, PresidentIowa State University
Steven S. Koblik, PresidentReed College
Michele Tolela Myers, PresidentDenison University
Eduardo J. Padrón, PresidentMiami-Dade Community College
Elisabeth Zinser, ChancellorUniversity of KentuckyLexington Campus
Class of 1999
Vernon 0. Crawley, PresidentMoraine Valley CommunityCollege
Lois B. DeFleur, PresidentState University of New York at Binghamton
John V. Lombardi, PresidentUniversity of Florida
Walter E. Massey, PresidentMorehouse College
Anne S. McNutt, PresidentTechnical College of the Lowcountry
Miguel A. Nevarez, PresidentUniversity of Texas-Pan American
Kenneth A. Shaw, President/ChancellorSyracuse University
Julianne Still Thrift, PresidentSalem College
Association RepresentativesAssociation of American Colleges & UniversitiesHarold W. Eickhoff, PresidentThe College of New Jersey
American Association of Community CollegesAugustine P. Gallego, ChancellorSan Diego Community College District
American Association of State Colleges& UniversitiesEd M. Elliott, PresidentCentral Missouri State University
Association of American UniversitiesF. Patrick Ellis, FSC, PresidentThe Catholic University of America
Association of Catholic Colleges & UniversitiesKaren M. Kennelly, CSJ, PresidentMount St. Mary's College
Association ofiesuit Colleges & UniversitiesJohn P. Schlegel, SJ, PresidentUniversity of San Francisco
Council of Independent CollegesJohn L. Henderson, PresidentWilberforce University
National Association for EqualOpportunity in Higher EducationEarl S. Richardson, PresidentMorgan State University
National Association of Independent Colleges& UniversitiesAnn H. Die, PresidentHendrix College
National Association of StateUniversities & Land-Grant CollegesPeter McPherson, PresidentMichigan State University
Association of Governing Boardsof Universities and CollegesMary Louise Reid, ChairAGB Board of Directors
Hispanic Association of Collegesand UniversitiesJosé Robledo, Assistant to the Chancellor,Los Angeles Community College District
Washington Higher Education SecretariatJames E. Morley, Jr., PresidentNational Association of College and UniversityBusiness Officers
AMERICAN COUNCIL ON EDUCATIONCOMMISSION ON INTERNATIONAL EDUCATION
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