Literature Review: Internationalization of the College Campus

Internationalization of the College Campus 1

Internationalization of the College Campus:

The Expanding Role of Student Affairs

Nadir Sharif

Bucknell University


Abstract

Record numbers of international students are enrolling in colleges and universities in the United

States. Internationalization of the college campus has gone from being a phenomenon driven by

the desire of foreigners to study, work, and eventually settle in the United States to being driven

by a conscious effort by college administrators to increase diversity on campuses in order to

produce students who are better prepared to excel in today’s connected world. (Ping, 1999) This

has introduced new challenges to the field of student affairs. Student affairs professionals are not

only busy finding ways to attract and retain more international students, but to make the learning

experience most rewarding for them, as well as making the most of their presence on campus to

enhance the learning experiences of their hosts.


Introduction

A record high of 623,805 international students were enrolled in colleges and universities in the

United States during the academic year 2007/08. The number of new international students

enrolling in the same year was 173,122 – a 31.2% increase of the new international student

enrolled in 2004/05. (Open Doors 2008/International Students in the US, 2008)

Over the past two decades there has been a strong push, originating from within the United

States, for an increase in the number of international students that attend US colleges and

universities. The reason for this has been the widening gap between what colleges and

universities see as a complete education, and what is deemed necessary for success by employers

in the real world. This in turn has led to a revision in the educational expectations of colleges.

An increased presence of international students is seen as one way of creating opportunities for

domestic students interact with others from different backgrounds and to learn to work

effectively with them. However, the matter is quite complex, perhaps more so than was initially

anticipated.

With increasing importance being attached to the internationalization of campuses, researchers

are busy finding answers to crucial questions that surround the issue. This literature review

examines some of these scholarly discussions, and attempts to summarize and critically analyze

the answers that are provided by scholars to the following questions:

1. Why has internationalization become an issue of such great importance?

2. What role do student service professionals play in facilitating the process of

internationalization?

3. Should colleges and universities strive to achieve and maintain a critical mass of

international students?

4. What do student service professionals need to do in order to ensure that domestic students

reap maximum benefits from the internationalizing of campuses?

Why has internationalization become an issue of such great importance?

Globalization is shaping most societies today. It is speeding up the interaction between and

integration of various cultural, political, business and intellectual elements worldwide. Several

views exist on the value of globalization, some in favor of it, others not so much. It is believed

that the ability to utilize globalization for achievement of desirable goals, and avoiding its

negative effects, lies in the cultivation of knowledge. (Wood, 2008)

In today’s world, possession of knowledge and the ability to apply it in a global context is crucial

for advancement of the individual as well as society as a whole. It is essential for employers to

attract and retain competent, globally resourceful individuals in order to remain abreast with

domestic and international competition. (Wood, 2008) Although the existence of

internationalization was a political and economic fact long before it was recognized as an

essential component of college education. But the emergence of a global economy, in addition to

other international factors, brought an urgency to the educational ask of internationalizing the

campus. (Ping, 1999)


Another very important reason for campuses to promote diversity and to encourage interaction

between students from different backgrounds is the increased diversity of American population.

Students no longer have to travel far from home to encounter diverse populations. In a unique

study, set apart from others by the size of the population surveyed, Zhao, Kuh, and Carini note

that the American society is more diverse now than ever before. It is not surprising then that

observers, inside and outside the academic circles, believe that it is an important goal of higher

education to prepare culturally competent individuals, able to work effectively with people from

different backgrounds. This is also an important goal from a student development point-of-view.

By intentionally creating environments that expose students to different and sometimes

competing perspective, assumptions that were previously unchallenged can be challenged. (Zhao,

Kuh, & Carini, 2008)

Thus, the importance attached to internationalization of the college campus is largely driven by

the need to provide better workers for an increasingly globalized economy, and better citizens for

an increasingly integrated global society.

What role do student service professionals play in facilitating the process of

internationalization?

In order to achieve any of the educational and learning outcomes that result from the

internationalization of a campus, it is necessary that not only the number of international students

being admitted be increased, but that the college should appeal to a greater variety of foreign

students. It is also crucial that these students’ special needs are met in the best possible manner,

so that the increased level of internationalization may be maintained.

To this effect, counseling services play a very crucial role in enabling student affairs

practitioners to achieve goals of internationalization. In order to achieve their goals, students

must make successful transitions to their new educational and social environment. Kimberly

Gillette lays out several ways for student affairs practitioners to better facilitate foreign students’

transitions to their new environment. Areas within student affairs to which specific attention is

called include faculty development, language support, and faculty-student engagement in the

classroom. (Gillette, 2008) While Gillette does a fair job of recognizing these areas, she makes

few practical suggestions on how the said goals could be achieved in these areas.

One issue that has received a lot of attention is that of international students’ transition to the

United States. Several studies have focused exclusively on this issue as it is seen as a crucial part

of the internationalization process. Another reason that this issue has received more attention is

that it is very tangible. Pranata, Foo-Kune, and Rodolfa highlight the major problems faced by

international students in their transition to the United States; they do so from the perspective of

health and mental health practitioners. Pranata et al look at more than just the effects of culture

shock and go a step further by describing the differences in providing health and mental health

services to international students as compared to domestic students. Several tactics and strategies

are presented by the team as possible ways to enhance practitioners’ ability to cater to the needs

of international students. Professional training to increase cross-cultural competency and

educational programs for international students to modify their attitudes toward psychological

problems are among the strategies proposed. (Pranata, Foo-Kune, & Rodolfa, 2006)


An important part of the transition is the ability of international students to integrate into the host

community. Integrating with the host community allows international students to develop a

social support system that is not entirely dependent on other students from similar backgrounds

or on the international community in general. Hanami (2007), an Australian international

education consultant, outlines five broad strategies to help student affairs practitioners develop

programs to integrate international students into their host communities. These ‘five steps’ are

summarized in the table below:

Step 1 Respect the student’s culture

Step 2 Quantify your institution expectations of international students?

Step 3 Analyze your culture and consider the best way to share it.

Step 4 Make available all relevant study information in the students native language

Step 5 Increase student opportunities for participation.

Table 1: Hanami’s 5 Steps to Student Integration

While most of the suggestions made by Hanami in his article ‘5 Steps to Student Integration’

(2007) would make it easier for international students to successfully transition to a new

environment, the suggestion made in ‘Step 4’ could take away from a students’ ability to

integrate in the host community. Reducing a student’s dependence on English for academic work

may also prevent acquisition of important language skills in the context of learning. This could

also affect international students’ interaction with domestic students if the former do not have a

strong background in English. (Hanami, 2007)

The particular suggestion discussed above is also in disagreement with what other scholars

believe to be a crucial component of succeeding in the host nation’s educational system.

Mastering English is one of the major academic issues faced by international students in the

United States. (Lipson, 2008) As Lipson emphasizes time and again in his work, academics rein

supreme on international students’ list of priorities. Thus, overcoming academic challenges is a

crucial part of the transition to college life in the US. Since Lipson’s intended audience is the

international student, and not the intermediate student affairs practitioner, the latter can use his

work as a guideline for what they should be telling international students who are having

difficulties adjusting to the academic expectations of their institution.

Similarly, language is identified as one of three main areas for students to choose from when

deciding what is holding them from blending in with the new culture; the other areas are

behavior and identity. (Mathew, 2008) Mathew’s article also provides a ‘Cultural Skills

Worksheet for International Students’ that can be used by counselors to help student recognize

areas where they may need assistance. The article also makes brief suggestions for programming

that could help student affairs practitioners provide the necessary assistance. Yet another author

that provides suggestions for international students to help with their transitions is Senel Poyrazli

(2005). Poyrazli brings together a wealth of knowledge from several sources into a brief article

and presents an overview of the international students’ experiences in the United States. She

does so by breaking down the students’ experiences into academic, social, and psychological

experiences. She then goes on to provide tips for student to deal with various issues that they

face in each of these categories. (Poyrazli, 2005)

Many of the suggestions made by scholars have already been implemented, and some of these

have been studied closely by student affairs practitioners to find the most suitable practices for


various scenarios. Burr (2007) presents a compilation of promising practices for the successful

and sustainable internationalization of a college campus. She approaches the issue in a very

systematic manner, beginning with the place of student learning and faculty development goals

in the mission statement of an institution, to categories of activities that may be initiated to

internationalize a campus, to specific examples of successful programs and activities currently

being employed to accomplish these goals at various colleges and universities across the country.

Should colleges and universities strive to achieve and maintain a critical mass of

international students?

The relative density (percentage of total student population) of international students may

determine the effectiveness of student affairs in achieving the learning objectives that drive

internationalization efforts. Zhao et al (2008) present one of a few studies that focus on this issue

specifically. They point out that while students with a strong social support system tend to more

quickly and effectively adjust to college life, the ease with which they can find this support may

adversely affect their level of engagement in college life, and interaction with students from the

host country.

In the same study, Zhao et al observe that both international and domestic students at institutions

with a high relative density of international students saw the campus as being less supportive.

While the authors offer speculation on why this may be the case, they emphasize the need for

further research in the area so that a better understanding of the issue may be achieved. However,

Ping (1999) offers further insight on the issue. He explains that while the emergence of student

groups and organizations built around similarities is understandable and desirable as a base of

support, and may even help students strengthen their personal sense of identity – it can have

adverse effects. When similarities become the sole reason for contact with others, the emergence

of such groups and organizations can limit personal growth. Organizations that separate students

on the basis of religious or national identities can diminish the value of international students to

the campus and limit the educational experience of all students on campus. The educational aim

of student affairs personnel, says Ping, is to bring develop strategies to bring together different

groups and encourage interactions between them through campus-wide initiatives.

The question of whether a high density of international students can be maintained without

hurting the development of any group of students is not answered satisfactorily by currently

available literature. However, strategies offered by scholars on how to better integrate the two

populations (international and domestic) to achieve developmental goals that are higher than

those which are possible when either one of these populations is absent, suggest that it may be

possible to have a high density of international students and achieve these higher goals at the

same time. The exact answer to this question, however, remains to be found.

What do student service professionals need to do in order to ensure that domestic students

reap maximum benefits from the internationalizing of campuses?

The responsibility of catering to the special and diverse needs of the expanding international

population was handed to student affairs staff. In addition to the basic charge of integrating

foreign students into educational programs and campus life, a second charge was also delegated

to student affairs practitioners. This was the less-defined and understood responsibility of using


the international students on campus to educate American students to the new reality. (Ping,

1999)

While much of what is expected of student affairs professionals to help the American students

gain the most from the presence on campus of their international counterparts has been

highlighted in the discussion of the three questions above, specific attention needs to be paid to

the issue while placing American students first. Ping (1999) and Zhao et al (2008) discuss

campus-wide engagement strategies for common learning goals. These strategies require the

definition of goals and objective of internationalization in observable quantities. Carefully

designed arrangements for campus life and housing can enhance understanding of differences as

well as commonalities. While campus interaction between people holding contradictory views

offers many opportunities, it also presents many possibilities for conflict, and hence all such

programming needs to be carefully supervised by student affairs personnel. If successful, such

interaction of conflicting views can reduce the tendency among students to judge each other on

the basis of differences, hence enabling them to work effectively in diverse and global

environments later in their lives.

Another aspect of the situation that Ping highlights is that of providing better preparation to the

student affairs professionals who are to implement the strategies to achieve the goals of

internationalization of campuses. It is emphasized that the redefined and expanded role of

student affairs requires study, reflection, and above all, direct experience with other cultures. A

similar view is expressed by Wood (2008) when he observes that the success or failure of

international programs and initiatives depends primarily on the ‘dedication and capability of their

faculty champions, their creative entrepreneurs’.

The faculty-driven approach talked about in Wood’s work is crucial in ensuring that domestic

students benefit from the presence of diverse perspectives in their classrooms. It would not be

very helpful if the only people aware of the opportunities provided by international students’

presence on campus were those sitting in administrative offices. Faculty should be encouraged to

integrate an international dimension into all they do.

Implications for Student Affairs Practitioners

The internationalization of college campuses has far-reaching effects on the role played by

student affairs practitioners. It requires gaining intercultural experience to have the insight

required to work effectively to create student programming to achieve specific goals of

internationalization.

Practitioners in various fields within student affairs need to receive training that enables them to

provide culturally sensitive services; this is particularly true for health and mental health

practitioners that are not always included in the explicit support structure for international

students.

Since many of the strategies being introduced to internationalize US college campuses are

relatively new, practitioners need to be ready to handle unexpected outcomes and to continually

look for ways to improve the learning experiences of all students.


Limitations

A significant amount of information is available regarding the facilitation of international

students’ transition to the US. However, this is not true for information regarding the experiences

of upper class international students. While Zhao et al (2008) have tried to present quantitative

data on student engagement among international students, based on the National Survey for

Student Engagement (NSSE), no qualitative data is available for the same population.

No attention has been paid by these scholars to the importance of the mix of international

students that colleges recruit. Information on the effects of various mixes of nationalities on the

learning and development outcomes of students is currently unavailable.

A related issue that has been ignored is that of the role played by immigration officials, both on

the state level as well as at the college level. With many new rules and regulations in place for

international students, especially regarding career choices, there is a growing need for

immigration specialists who can advise international students on restrictions that may apply to

them.

Policies introduced after the attacks of September 11 have also affected the ability of colleges to

recruit students from certain countries in the world. The issue of internationalization in the

context of global terrorism is studied by Soko Starobin (2006) who points out the fall in student

numbers from certain countries post 9/11. Starobin seeks to answer questions about how colleges

can work to rid international students of negative perceptions of immigration policies. The role

of student service programs in creating global understanding needs to be highlighted further.

While some of the implications of these unstated restrictions are discussed by Starobin (2006)

further research is required on the subject.

Bibliography Burr, P. L. (2007). Promising Practices for Internationalizing the Campus. Retrieved November 23, 2008,

from Institute of International Education: http://www.iienetwork.org/?p=79992

Gillette, K. (2008). As the World Goes to College: Integration and Adjustment of International Students

on Campus. Institute of International Education .

Hanami, P. (2007). 5 Steps to Student Integration. Institute of International Education .

Lipson, C. (2008). The Biggest Academic Challenges for International Students. In C. Lipson, Succeeding

as an International Student in the United States and Canada (pp. 21-41). Chicago: University of Chicago

Press.

Mathew, R. (2008). Counselling: Forging a Cultural Bridge. International Educator , 80-83.

Open Doors 2008/International Students in the US. (2008, November 17). Retrieved November 20, 2008,

from IIE Network: http://opendoors.iienetwork.org/?p=131590

Ping, C. J. (1999). An Expanded Role for Student Affairs. New Directions for Student Services , 13-21.


Poyrazli, S. (2005). International Students at US Universities. Eye on Psi Chi , 18-19.

Pranata, H., Foo-Kune, N., & Rodolfa, E. (2006). International Students: Supporting Their Transitions to

the United States. Student Health Spectrum , 28-33.

Starobin, S. S. (2006). International Students in Transition: Changes in Access to U.S. Higher Education. In

F. S. Laanan, New Directions for Student Services (pp. 63-71). Wiley InterScience.

Wood, V. R. (2008, November). Globalization and Higher Education: Eight Common Perceptionf From

University Leaders. Retrieved November 2008, from Institute of International Education:

http://www.iienetwork.org/page/84658/

Zhao, C.-M., Kuh, G. D., & Carini, R. M. (2008). A Comparison of International Student and American

Student Engagement In Effective Educational Practices. Bloomington: Indiana University.

Literature Review: Internationalization of the College Campus

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