Engaging Faculty in Internationalization

Chair: Peggy Blumenthal, Senior Counselor to the President, IIE

Panelists:•Debra Egan, Director, Scholar Program, Council for International Exchange of Scholars, IIE•Martin J. Finkelstein, Professor, Department of Education Leadership, Management and Policy, Seton Hall University •Robin Matross Helms, Manager for EducationUSA Adviser Professional Development, IIE•John P. Allegrante, Deputy Provost and Senior Professor of Health Education, Columbia University

Institute of International EducationEngaging Faculty in Internationalization

March 8, 2012

Fulbright as an Engine for Campus

Internationalization

Debra EganDirector of Scholar Programs

The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the U.S. government’s

flagship international exchange program and is supported by the people of the United States and partner countries around the world.  For more

information, visit fulbright.state.gov. The Fulbright Scholar Program is administered by CIES. CIES is a

division of the Institute of International Education.

Senator J. William Fulbright (1905-1995)

“In the long course of history, having people who understand your thought is much greater security than another submarine.”

Leveraging Fulbright Scholar Programs

• Make Fulbright Scholar grants for faculty and administrators an effective tool in implementing your campus internationalization goals

Fulbright scholars come from a range of U.S. institutions, with growing representation from 4-year and 2-year colleges.Grantees represent some 500 U.S. institutions annually

Fulbright Scholars Provide Direct Benefits to Their Home

Campus• Internationalize curricula• Inspire students to study abroad• Draw foreign students• Attract visiting scholars• Encourage networking and publications • Pursue collaborative research grants• Establish exchange partnerships with

institutions worldwide• Link the Fulbright name with the home

institution

Top Impacts of Returned U.S. Fulbright Scholars 

When Fulbright Scholars return to the U.S., they …  

Share information about host country with colleagues and students 99%

Recommend that faculty colleagues apply for Fulbright 91%

Recommend other faculty international experiences 85%

Become more aware of cultural diversity 85%

Encourage students to study abroad 80%

Incorporate their Fulbright experience into curricula or teaching methods 73%

Share information about their host country with community groups 72%

Faculty Development Results

Fulbright Scholars:

• Gather new teaching insights

• Discover new research directions

• Gain new perspectives on their discipline

• Establish long-term professional relationships with international colleagues

Faculty Impact on Study Abroad Participation

• National Survey of Student Engagement found the importance faculty place on study abroad corresponds to a significant increase in student participation in such programs.

• Institute of International Education surveys of applicants to Fulbright Student programs find that between 40 to 70% identify faculty as their source of information about Fulbright

The World of Scholar Opportunities• Awards in all academic disciplines

• Area studies specialists may

•Deepen knowledge of region

•Gain cross-regional, comparative perspective on discipline by going to new country

• Faculty without prior international experience (ex. American Studies specialists) can gain global perspective on discipline

Fulbright Programs for Administrators

• Fulbright Core Program– Awards in Educational Administration– Curriculum planning, university

administration, faculty development, grant writing and administration

• International Educational Administrators Programs [IEA]– India - Japan - Korea - Germany -

France

Fulbright as a Two-Way Exchange - Hosting Visiting Scholars

• Visiting Scholar Program (research)

• Scholar-in-Residence Program (teaching)

• NEXUS – Western Hemisphere (group research)

• Occasional Lecturer Fund – guest lecture on another U.S. campus

Faculty Tell Us They Need Your Support

• Release Time

• Tenure / Promotion

• Salary

• Benefits

• Recognition

Release Time

• Fulbright Scholar grants range from 2 to 12 months

• How does your campus handle release time - set schedule or as needed?

• Can junior faculty get release time?

• Can adjunct faculty go on a Fulbright and be offered work on their return?

Tenure / Promotion

• Does international experience count toward tenure, promotion, or merit awards?

• Are the faculty development benefits of lecturing awards recognized equally with those of research awards?

• Can junior faculty accept a Fulbright without jeopardizing tenure? Some campuses stop the tenure clock for the duration of the Fulbright Scholar grant.

Salary• Most Fulbright Scholar grants do not equal faculty

salaries

• Fulbright Scholar grants cover:

• Stipend

• Maintenance

• Travel/Relocation

• Other benefits vary

• Best practice: ‘top off’ grants to match regular salary

Fulbright can save money

• It can be cheaper to hire an adjunct and top off the Fulbright scholar’s grant than to pay full salary to your top faculty

• Scientific grants may not include funds for foreign travel; Fulbright Scholar grants (Visiting & U.S.) can be part of larger projects

• Fulbright Scholars can generate revenue by attracting new students and grants

Benefits

• Fulbright Scholars need uninterrupted coverage from their health insurance

• Grants offer only supplementary coverage that includes medical evacuation but not preexisting conditions or family members

• Are other benefits continued, for example retirement?

Recognition and Multiplier Effect

• Fulbright Scholars return energized with new ideas for international collaboration, invigorating curricula, involving students

• Don’t lose that energy to disinterest – use it to benefit your campus!

• How does your institution recognize returning Fulbright Scholars?

• Is there support for new courses or collaborative projects?

Thank you

For more information, visit www.iie.org/cies

Harness the potential of Fulbright scholar grants for

internationalizing your institution

Prospects for Internationalizing the American Faculty: What are

we Learning?Martin Finkelstein

Professor of EducationSeton Hall University

Institute for International Education, NYCMarch 8, 2012

Multiple connotations of the term“internationalization”

Crossing BordersScholar mobility across national boundaries

import of foreign scholarsexport of U.S. scholars

Offering U.S. degrees abroad and even establishing foreign campuses (transnational higher education)

Internationalization at HomePromotion of “area” studies and ”critical” languages, i.e. specifically international

contentIntegration of ‘international” content into regular U.S. curricula, e.g. inclusion of

Asian, African and other-Western authorsPromoting multi-cultural (non-Western) awareness and international

understanding outside the formal curriculumCollaboration with international colleagues in conducting research and publishing

findings

The Data on U.S. Faculty International Experience is Hardly Encouraging

In 1992 , about 1/3 U.S. faculty reported studying or conducting research abroad --on a par with Russia at the bottom of the 14 nation list and even fewer reported that “collaboration with foreign scholars “was important to their work(Ernest Boyer and Philip Altbach)

In 2007 , about 1/3 reported collaborating with foreign colleagues and integrating international perspectives into their teaching and research, placing the U.S. on a par with China and Brazil (Russia did not participate in the 2007 survey)a t the bottom of the 19-nation list ( Cummings and Finkelstein)

• Thus, we can say that between 1992-2007, a 15 year period that saw the emergence of the PC, the Internet, the global economy, powered by Asia, and a n increasingly “flat” world, U.S. faculty had steadfastly maintained their insularity

The Study

• Changing Academic Profession [CAP]Survey in 19 countries

• 19 aspects of faculty international activity, covering teaching, research& publication & border crossing

• Examined impact of country, institutional, faculty professional & demographic characteristics on faculty internationalization

Finding #1: Internationalization is Multi-dimensional

• Factor analysis of 19 specific activities including typical teaching, research and border crossing activities yielded

• 7 analytically distinct and statistically independent dimensions of international activity, including 2 independent dimensions of research, 2 of teaching, 2 of mobility, and 1 “general” teaching and research factor

Factor Analysis Results : Variable Loadings

• F 1: Collab in Research & Co-publication (16%)– D1_4 Do you collaborate? (.79)– D5_3 Did you co-publish? (.62)

• F 2: Educ Mobility(11%)– A1_B_3 PhD in cntry current

employ (.77)– A1_B_1 BA in cntry current (.75)– A1_B_2 2nd degree (.72)

• F3: Publish in foreign lang or country(10%)– D5_4 Publish in foreign cntry (.77)– D5_1 Publish in foreign lang (.75)– D5_5 Publish on-line (.62)

• F4: Open to Intl Mobility (8%)– A14_B_3 Applied for foreign

academic job (.82)– A14_A_3 Considered a foreign

academic job(.74)• F5: General Intl Orientation (7%)

– C4_5 Emphasize intl content in courses(.85)

– D2_5 Research intl in scope (.74)• F6:Teach Abroad or in Foreign Lang

(6%)– C5_2 Teach in foreign lang (.76)– C5_1 Teach abroad (.72)

• F7: Foreign Student Growth (5%) – C4_10 Most grad students are intl

(.82)– C4_9 Increase in intl students (.67)

Finding #2: Country Characteristics Constrain or Facilitate

• 4 country characteristics examined, including– Size (population)– Language policy (English vs non-English)– Level of economic development (mature vs developing)– Cultural tradition ( Western vs Asian)

• All were statistically significant predictors, except level of economic development: Large, English speaking and Asian countries were half as likely as small, non-English –speaking and Western countries to show high levels of faculty internationalization

• These country characteristics are as powerful in shaping internationalization as institutional, disciplinary and individual characteristics

Finding #3: 2 key institutional factors make a difference

•Role of Admin and Faculty in Driving Campus Internationalization Initiatives•Institutional type –research vs teaching or mixed mission

Finding #4: Among faculty professional characteristics, 5 sig predictors emerged

• Top 2 (3 x)– Yrs post-BA spent abroad in study or research

( country of 1st degree =/ country of current employment more so than nativity)

– High involvement in research– Orientation to research over teaching

• Next (2x)– Discipline: Investigative fields (natural sciences)– Tenure status

Finding #5: Among demographic characteristics

• Only gender- males more than females

The Case of Norway- North American Collaboration

• Supports joint research projects by Norwegian & No American (U.S., Canada) scholars in areas such as climate and environmental studies, energy, indigenous populations

• Key program elements– Faculty initiated (built on existing relationships),discipline

and even sub-discipline specific– Provides “flexible” but structured opportunities for border

crossing, both short & longer term, esp summers– Provides opportunities for students as well as new and

senior faculty (multiple levels)– Flexibility in use of resources

What does all this mean?

(1) Internationalization as a complex, multifaceted phenomenon(2)Institutions in large, English-speaking countries, like the U.S. are “swimming upstream” (3)Bottom –up approaches that recognize disciplinary, career stage, gender differences require flexibility

Some Suggested Resources• Finkelstein, MJ , EM Walker and R Chen. (2012)“The American

Faculty in an Age of Globalization: Predictors of the Internationalization of Research Content and Professional Networks.” Manuscript under review

Cummings, WK and MJ Finkelstein. (2011) Scholars in the Changing American Academy: New Contexts, New Roles and New Rules. Dordrecht,NL: Springer.

• Finkelstein, MJ and W. Sethi. (in press) “The Internationalization of Academic Work in Comparative Perspective.” In: Huang, F, MJ Finkelstein and M Rostan (eds). The Internationalization of the Academy： Changes, Realities and Prospects. Dordrecht,NL: Springer.

Robin Matross Helms, Ph.D.

Manager for EducationUSA Adviser Professional Development

Institute of International Education

Overcoming “Publish or Perish”: Fostering Faculty

Engagement in Internationalization

Faculty Engagement In Internationalization

The Challenge: Publish or Perish

Strategy #1: Amend The Tenure Code

University of Minnesota (2007)

Strategy #1: Amend The Tenure Code

Strategy #2: Departmental Flexibility

Strategy #3: Grant Leave Time

Strategy #4: Hiring

Strategy #5: Opportunities For Non-track Faculty

Thinking outside the box: Webster University’s alternative faculty

appointment

Thank You!

Engaging Faculty in Internationalization

Internationalizing Faculty Roundtable 

John P. AllegranteDeputy Provost of Teachers College

Columbia UniversityFulbright Campus Representative and Fulbright

AmbassadorInstitute of International Education

New York, NYMarch 8, 2012

The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the U.S. government’s

flagship international exchange program and is supported by the people of the United States and partner countries around the world.  For more

information, visit fulbright.state.gov. The Fulbright Scholar Program is administered by CIES. CIES is a

division of the Institute of International Education.

Senator J. William Fulbright (1905-1995)

“International education exchange is the most significant current project designed to continue the process of humanizing mankind to the point, we would hope, that nations can learn to live in peace.”

• Established in 1946

• Sends U.S. academics and professionals overseas and brings scholars and professionals from abroad to the U.S.

• Sponsored by U.S. Department of State’s Bureau of Educational and Cultural Affairs

• Administered by the Institute of International Education’s Council for International Exchange of Scholars (CIES)

Fulbright Scholar Program

John P. Allegrante

• Professor of Public Health• Reykjavik University• Health Behavior and

Academic Achievement in Icelandic School Children

Fulbright Specialist 2005 Iceland

Fulbright Scholar 2007 Iceland• Professor• Columbia University, New York• Health Education and Public Health

What are we doing to internationalize our faculty?

• International Education Week (Autumn event)

• International Week (Spring event)• Developing a tracking system to identify Faculty

who are eligible for sabbaticals (3-4 year window)• Engaging Faculty and Administrators in one-on-one

discussions about Fulbright Teachers and Administrator Exchanges and Global Initiatives

• Presence of Fulbright Scholars from other countries– Icelandic and Kazakh Scholars in 2010-11– Japanese Scholar in 2011-12

• International Program Alumni events• Fulbright Occasional Lecturer Fund (OLF)

Discussion Questions 1 & 2:

1) What are the main ways faculty at your institution are engaged internationally?

2) What administrative strategies does your institution have in place that you recommend to promote international engagement by faculty?

Discussion Questions 3 & 4:

3) What is one idea from today that you can help your institution implement this year, and why did you choose it?

4) How can institutions work togetherto share best practices and successful

initiatives?

Engaging Faculty in Internationalization

Chair: Peggy Blumenthal, Senior Counselor to the President, IIE

Panelists:•Debra Egan, Director, Scholar Program, Council for International Exchange of Scholars, IIE•Martin J. Finkelstein, Professor, Department of Education Leadership, Management and Policy, Seton Hall University •Robin Matross Helms, Manager for EducationUSA Adviser Professional Development, IIE•John P. Allegrante, Deputy Provost and Senior Professor of Health Education, Columbia University