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REWARDS AND CHALLENGES OF INCLUDING INTERNATIONAL PERSPECTIVES IN A MPA PROGRAM Dr. Barbara S. Liggett Director of the School of Public Affairs and Administration Western Michigan University NASPAA 2011 Annual Conference Kansas City, MO Slide 2 Semantic Movement (Language Lingo) Diversity Internationalization- Globalization GD-MI Slide 3 What is Internationalization? Internationalization is an ongoing, counter- hegemonic educational process that occurs in an international context of knowledge and practice where societies are viewed as subsystems of a larger, inclusive world. The process of internationalization at an educational institution entails a comprehensive, multifaceted program of action that is integrated into all aspects of education. (D. Schoorman, 2000) Slide 4 Internationalization as process Internationalization is the process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institution. (Knight, 1994,1999) Once an international ethos, or culture, exists, the institution can properly be described as internationalized. (Knight, 1999) The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education. (Knight, 2004) Slide 5 Globalization - Internationalization Globalization is the flow of technology, economy, knowledge, people, values, ideasacross borders. Globalization affects each country in a different way due to a nations individual history, traditions, culture and priorities. Internationalization of higher education is one of the ways a country responds to the impact of globalization yet, at the same time respects the individuality of the nation. (Knight, 1997; Scott, 1999) Slide 6 Internationalization Personal Process Systems Approach Rooted in Theoretical Constructs Sociocultural models of learning General Systems (Katz& Kahn, 1978) Loose Coupling (Weick, 1976) Critical Pedagogy ( Arnowitz & Giroux, 1991; McLaren, 1998) Slide 7 Why Internationalize? (Organizations Perspective) U.S. Higher Education Survival Market Demand Professional Readiness of U.S. Students NASPAA diversity standards University Strategic Plan Globally Engaged World-View Value Slide 8 Why Internationalize? (The Faculty Perspective) Personal Interest Program Survival Professional Contribution Preparation of Students Slide 9 How does internationalization occur? Planned Sporadic spotty serendipitous sneaks in upon you Slide 10 Setting the Context- International Student Trends Slide 11 Setting the Context- Top Places Of Origin Slide 12 Setting the Context- Others in WMU MPA El Salvador Angola Dominican Republic Uganda Tanzania Zimbabwe Slide 13 Setting the Context- U.S. Institutions Hosting International Students 2009/2010 Slide 14 Setting the Context- Fields of Study Slide 15 Setting the Context-Funding Slide 16 A Case Study WMU 2010 enrollment = 25,045 WMU International enrollment =5,079 WMU International Graduate Enrollment = 602 WMU MPA enrollment = 297 WMU MPA international enrollment = 13 Slide 17 Western Michigan University International Students Countries Slide 18 Western Michigan University - MPA 2011 0 12 Slide 19 MPA Program 39-42 credit hours Core courses plus concentration Health Care Human Resources Law (with J.D.) Nonprofit Public Management (Local/State Government) Evening Classes (+ weekend/hybrid/online) Three campus sites 0-70 miles 12 month course offerings Slide 20 Challenges MPA Students Perspectives (N= 12) The Expected (and from literature) Language Intonation Pace of speaking Colloquialisms Reading amount Writing Group Work Technology (Oral Presentations) The WMU Experience The Expected plus Weather Brrrrrrrrrrrrr.. Evenings/Weekends Travel Distance Transportation Fear of Racial Conflict - Detroit Slide 21 Challenges MPA Faculty Perspectives (N= 9) The Usual (and from the literature) Language Reading amount Writing Learning Styles Hesitancy to Engage in Group Work WMU The Usual plus Missing knowledge of U.S. Government Systems Analytical, synthesis, integration skills Socialization apart from other graduate students by nature of the programs offerings Slide 22 Rewards Perspectives Student Perspectives An Adventure Different teaching styles Different classroom expectations Pushed my confidence Opportunity to experience U.S. public/npo workplace New friendships NEW INFO/NEW LEARNING Faculty Perspectives Variety in the classroom adds dimension Creates positive tension among students idea exchange Updates global knowledge of faculty member Slide 23 Recruitment of International Students Alumni/Current International Students University Graduate Admissions School of Public Affairs and Administration Website Fulbright In-house collaborations WMU Haenicke Institute for Global Education Community sister cities, Colleagues International organizations, Business Partners U.S. Department of State Staff Scholar-in- Residence Slide 24 Course Design Modifications Pace Faculty Assignments Tracks options Comparative opportunities Slide 25 Moving Beyond the Tourist Tourist the perfunctory view of leadership in different cultures and contexts (snapshots) Colporteur Management gurus traveling the globe peddling theories and ideologies (peddler of religious books), imposing particular values and ideas on others Confrere Colleague who is consulted and valued on an equal basis, a genuine and reciprocal interest in each others situational problems is developed; strive to understand each other points of view; mutual understanding; shared knowledge (Walker and Dimmock, 2004) Slide 26 Global Engagement = Global Respect Slide 27 References Arenas, E. (2009). How teachers attitudes affect their approaches to teaching international students. Higher Education Research & Development, 28(6), 615-628. Barnett, B. G. (2006). Emerging trends in international leadership education. Journal of Research on Leadership Education, 1(1), 1-4. Bakhurst, D. (1991). Consciousness and revolution in Soviet philosophy. From the Bolsheviks to Evil Ilyenkov. Cambridge: Cambridge University Press. Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645-68. Burke, W. (2002). Organization change: Theory and practice. Thousand Oaks, CA: Sage Publications. Cameron, K. (1984). Organizational adaption and higher education. Journal of Higher Education, 55(2), 122- 144. Capra, F. (1996). The web of life. New York: Anchor Books. Culbertson, J. (1979). Improve educational policy and administration: The role of international organizations, learned societies, and professional associations. Paper presented at the Inter-American Congress on Educational Administration, Brasilia, Brazil (December). Culbertson, J. (1981). International networking: Expanded vistas for leadership development. Theory into Practice, 20(4), 278-284. DeCieri, H., Fenwick, M., & Hutchings, K. (2005). The challenge of international human resource management: Balancing the duality of strategy and practice. International Journal of Human Resource Management, 16(4), 584-598. Hurd, D. (2007). Leading transformational change: A study of internationalization at three universities in the United States. Doctoral dissertation, Florida Atlantic University, Boca Raton. Slide 28 References Cont. Kim, H. Y. (2011). International graduate students difficulties: Graduate classes as a community of practices. Teaching in Higher Education, 16(3), 281-292. Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31. Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Leestma, R. (1969, May). OEs Institute of International studies. American Education. Leithwood, K. (2005). Understanding successful principal leadership: Progress on a broken front. Journal of Educational Administration, 43(6), 619-629. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriate, guided participation, and apprenticeship. In J. Wertsch, P. del Rio, and A. Alvarez (Eds.), Sociocultural studies of mind (139-164). Boston, MA: Cambridge University Press. Schoorman, D. (2000). What really do we mean by internationalization? Contemporary Education 71(4), 5- 11. Schoorman, D. (1999). The pedagogical implications of diverse conceptualizations of internationalism: A US- based case study. Journal of Studies of International Education, 3(2), 19-46. Scott, P. (1998). Massification, internationalization and globalization. In P. Scott (Ed.), The globalization of higher education (108-129). Buckingham: Open University Press. Suarez-Orozco, M. & Qin-Hilliard, D. (2004). Globalization: Culture and education in the new millennium. In M. Suarez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (1- 37). Berkeley, CA: University of California Press. Slide 29 References Cont. Vygotsky, L. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press. Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19. Walker, A., & Dimmock, C. (2004). The international role of the NCSL: Tourist, colporteur or confrere? Educational Management Administration and Leadership, 32(3), 269-287. Walker, W. (1972). Centralization and decentralization: An international viewpoint of an American dilemma. Eugene: University of Oregon, Special Center for the Advanced Study of Educational Administration. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press. Slide 30 Information Contact: Barbara S. Liggett, Ed.D., SPHR Director of the School of Public Affairs and Administration, Western Michigan University, Kalamazoo, MI 49008; email: barbara.liggett@wmich.edu barbara.liggett@wmich.edu Notice: All materials provided for this presentation at the 2011 NASPAA conference are protected. Please do not share, reprint, duplicate, or copy in any way without the written permission of Dr. Barbara S. Liggett.