People-Centered Approaches Toward the Internationalization of Higher Education

This definition emphasizes the importance that all students have the opportunity to develop international and intercultural competences IICs through the curriculum, one of the main aims

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Approaches Toward the Internationalization of Higher Education

Gabrielle Malfatti

University of Missouri, USA

A volume in the Advances in Higher Education

and Professional Development (AHEPD) Book

Series

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Copyright © 2021 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.

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Names: Malfatti, Gabrielle, 1966- editor

Title: People-centered approaches toward the internationalization of higher

education / Gabrielle Malfatti, editor

Description: Hershey, PA : Information Science Reference, 2020 | Includes

bibliographical references and index | Summary: “This book examines the

praxis of internationalization in higher education with empirical

research and relevant models of practice that approach the topic

critically and responsibly The book innovates and (re)humanizes

internationalization efforts, including education abroad, international

recruitment, international scholar and student services, and

internationalization of curriculum, by focusing on the people and

communities touched, intentionally and unintentionally, by said

efforts” Provided by publisher

Identifiers: LCCN 2020004154 (print) | LCCN 2020004155 (ebook) | ISBN

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Subjects: LCSH: Foreign study | Education, Higher Social aspects |

Education and globalization

Classification: LCC LB2375 P46 2020 (print) | LCC LB2375 (ebook) | DDC

370.116 dc23

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This book is published in the IGI Global book series Advances in Higher Education and Professional Development

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As world economies continue to shift and change in response to global financial situations, job kets have begun to demand a more highly-skilled workforce In many industries a college degree is the minimum requirement and further educational development is expected to advance With these current

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Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities Emerging Research and Opportunities

Chunfang Zhou (Aalborg University, Denmark)

Higher Education Response to Exponential Societal Shifts

Jerrid P Freeman (Northeastern State University, USA) Cari Keller (Northeastern State University, USA) and Renee Cambiano (Northeastern State University, USA)

New Models for Technical and Vocational Education and Training

Moses Makgato (Tshwane University of Technology, South Africa) and Antje Barabasch (Swiss Federal Institute for Vocational Education and Training, Switzerland)

Optimizing Higher Education Learning Through Activities and Assessments

Yukiko Inoue-Smith (University of Guam, Guam) and Troy McVey (University of Guam, Guam)

Integrating Social Justice Education in Teacher Preparation Programs

Courtney K Clausen (Utah State University, USA) and Stephanie R Logan (Springfield College, USA)

Antiracist Professional Development for In-Service Teachers Emerging Research and Opportunities

Jenice L View (George Mason University, USA) Elizabeth K DeMulder (George Mason University, USA) Stacia

M Stribling (George Mason University, USA) and Laura L Dallman (George Mason University, USA)

Handbook of Research on Diversity and Social Justice in Higher Education

Jared Keengwe (University of North Dakota, USA)

Accessibility and Diversity in the 21st Century University

701 East Chocolate Avenue, Hershey, PA 17033, USATel: 717-533-8845 x100 • Fax: 717-533-8661

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DavidWick,Middlebury Institute of International Studies at Monterey, USA

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Preface xvi Acknowledgment xxiii

Section 1 Global-Mindedness in the Classroom Chapter 1

TranslatingInternationalizationInitiativesFromtheMacrototheMicro:AGrassrootsExperience 1

Kathleen A Corrales, Universidad del Norte, Colombia

Lourdes Rey Paba, Universidad del Norte, Colombia

Paige Michael Poole, Universidad del Norte, Colombia

Chapter 2

InfusingGlobalPerspectivesIntoTeacherEducation:ASelf-StudyFromTexasandGeorgia 20

Minda Morren López, Texas State University, San Marcos, USA

Chang Pu, Berry College, USA

Chapter 3

PedagogicalOpportunitiestoFosterInteractionandDeepUnderstandingBetweenInternationalandDomesticUniversityStudents:TeachingCriticalReflexivityThroughInteraction 46

Samantha Clifford, Northern Arizona University, USA

Section 2 Intercultural Exchange in Host Communities Abroad Chapter 4

MoveOverMedici!ExploringtheImpactofUSStudentPowerinFlorenceThroughHost

Perspectives 75

Julie M Ficarra, SUNY Cortland, USA

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Chapter 5

Context,Curriculum,andCommunityEngagementinSocialJustice-FocusedStudyAbroad

Programs:ACriticalExaminationofInstructorIntentionality 91

Alankrita Chhikara, Purdue University, USA

Stephanie Oudghiri, Purdue University, USA

Michael Lolkus, Purdue University, USA

Erin N Rondeau-Madrid, Purdue University, USA

JoAnn I Phillion, Purdue University, USA

Chapter 6

ASenseofPlace:CreatingSpacesforInterculturalLearninginStudyAbroad 112

Ann Warner-Ault, The College of New Jersey, USA

Isabel Maria Kentengian, The College of New Jersey, USA

Jon W Stauff, South Dakota State University, USA

Chapter 7

DecolonizingGlobalLearningandInternationalization:AHuman-ScaleCaseStudyof

Innovation 133

Gundolf Graml, Agnes Scott College, USA

Elaine Meyer-Lee, Goucher College, USA

Janelle S Peifer, Agnes Scott College, USA

Chapter 8

DevelopmentandEvaluationofCooperativeHealthcareBidirectionalPeople-to-People

Exchanges 149

Anthony Kovac, University of Kansas Medical Center, USA

Alec Hermanson, University of Kansas Medical Center, USA

Kimberly Connelly, University of Kansas Medical Center, USA

Alfred Aidoo, Komfo Anokye Teaching Hospital, Ghana

Akwasi Antwi-Kusi, Komfo Anokye Teaching Hospital, Ghana

Delia Cantuarias, Instituto Nacional de Salud del Niño San Borja, Peru

Juan Urquizo, Instituto Nacional de Enfermedades Neoplásticas, Peru

Mark Brouillette, Hospital for Special Surgery, New York, USA

Chapter 9

DesigningStudyAbroadWithEmpathyandEngagement:ACaseStudyforProject-BasedGlobalLearningExperiences 168

Cathy Cooper, York College of Pennsylvania, USA

Dominic DelliCarpini, York College of Pennsylvania, USA

David Fyfe, York College of Pennsylvania, USA

Annie Nguyen, York College of Pennsylvania, USA

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Section 3 Innovative Tools to Personalize International Cross-Cultural Engagement

Chapter 10

BeyondLeadGeneration:AIandPersonalizationinStudentRecruitment 193

Joseph D Morrison, Concourse Global Enrollment, USA Chapter 11 SeriousCooperativeBoardGamesasanInnovativeApproachinaStudyAbroadCourseinPeru 218

Stewart Bauserman, Purdue University, USA Lan Jin, Purdue University, USA John W Sheffield, Purdue University, USA Michael Mattingly, Subaru of Indiana Automotive, Inc., USA Section 4 Cross-National Partnerships Chapter 12 TheCaseoftheInternationalResearchCenterfortheDevelopmentofEducation(CIIDE):ARe-CenteredNorth-SouthAsymmetricalPartnership 234

Pilar Mendoza, University of Missouri, Columbia, USA Fredy E Cardenas Riaño, Uniminuto, Colombia Maryluz Hoyos Ensuncho, University of Missouri, Columbia, USA Juanita Reina Zambrano, Uniminuto, Colombia Chapter 13 AGlobalAmericanUniversity:HowMidwestUniversityExportsEducationtothePeriphery 254

Heather Sweeney, University of Missouri, Columbia, USA Edwin Nii Bonney, University of Missouri, Columbia, USA Section 5 A Moment of Reckoning Chapter 14 ProblematizingtheLanguageofInternationalizationinHigherEducation 269

Gabrielle Malfatti, University of Missouri, Columbia, USA Astrid M Villamil, University of Missouri, Columbia, USA Conclusion 280

Compilation of References 287

About the Contributors 313

Index 321

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Preface xvi Acknowledgment xxiii

Section 1 Global-Mindedness in the Classroom

This section compiles examples of initiatives undertaken in classrooms at four institutions in Colombia and the United States to bring to life connections to the world for the students within those environments.

Chapter 1

TranslatingInternationalizationInitiativesFromtheMacrototheMicro:AGrassrootsExperience 1

Kathleen A Corrales, Universidad del Norte, Colombia

Lourdes Rey Paba, Universidad del Norte, Colombia

Paige Michael Poole, Universidad del Norte, Colombia

Internationalizationofhighereducationisaphenomenonaffectinguniversitiesaroundtheworldintheirefforttopreparestudentstointeractininternationalandinterculturalenvironments.Thischapterpresents a three-phased, professor-led, grassroots study aimed at, first, characterizing the state ofinternationalizationataparticularLatinAmericanuniversity;second,definingwhatinternationalandinterculturalcompetences(IICs)shouldbeadoptedastheinstitutionalgoalforallstudents;andlastly,pilotingpedagogicalstrategiesandactivitiestobringtheIICsintotheclassroom.Ultimately,thischapterhopestoserveasanexampleforhowinstitutionscantranslateinternationalizationinitiativesfromthemacro-levelintothemicro-level(theclassroom)inamoreinclusivewaythatbetterimpactsstudentlearningwithintherealmofinternationalizationathome.Likewise,thisexperienceaimstohelpfillthecurrentgapinthetheoryandpracticeofinternationalizationinLatinAmerica

Chapter 2

InfusingGlobalPerspectivesIntoTeacherEducation:ASelf-StudyFromTexasandGeorgia 20

Minda Morren López, Texas State University, San Marcos, USA

Chang Pu, Berry College, USA

Fordecades,researchersandeducatorshavecalledfortheinternationalizationofteachereducationandtheinfusionofglobalperspectivesintopreparationprogramsinordertobetterserveallchildren,regardlessofcitizenship,location,orstatus.Thisself-studyoftheauthors’ownprocessesandoutcomesdescribesthetransformationoftwoteacherpreparationcoursestoincludeglobalcompetenciesandcontent.Twokeyconcepts,globalcompetenceandglobalcompetentteaching,wereusedtoframetheredesignedcourses.

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Chapter 3

PedagogicalOpportunitiestoFosterInteractionandDeepUnderstandingBetweenInternationalandDomesticUniversityStudents:TeachingCriticalReflexivityThroughInteraction 46

Samantha Clifford, Northern Arizona University, USA

Diversefriendshipsestablishedincollegecansignificantlyimpactstudents’livesandaffectcognitivedevelopment,learning,retention,andcollegesuccess.Theencouragementofmeaningfulinteractionthroughcurriculumdesignandteachingpracticesaspartofinternationalizationeffortscanpositivelyimpact the campus and social structure of society. Opportunity exists within institutions of highereducationtofosterreflexivityandinteractioninclassroomscomposedofindividualsfromaroundtheworld.Thevarietyofexperiencescanprovideafoundationforatrans-formativeeducationalexperience.Thiscontextmaybeakeycomponenttoreducingprejudicebecauseperceptionsandbehaviorresultfromenculturation.Theauthordescribesdatacollectedoverafive-yearperiodfroma16-weekundergraduatemixednationalityAnthropologycoursethatattemptstohoneskillsinreflexivityandglobalawareness.The results exemplify teaching practices and curriculum design for internationalization within theclassroomandoutcomesindicatesignificantlifelonglearningforstudents

Section 2 Intercultural Exchange in Host Communities Abroad

This section contains chapters that critically explore the creation, implementation, and/or evaluation

of study abroad/study away programming and the quality of interpersonal relations and environmental effects on various stakeholders including faculty, students, and members of the host communities.

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Chapter 5

Context,Curriculum,andCommunityEngagementinSocialJustice-FocusedStudyAbroad

Programs:ACriticalExaminationofInstructorIntentionality 91

Alankrita Chhikara, Purdue University, USA

Stephanie Oudghiri, Purdue University, USA

Michael Lolkus, Purdue University, USA

Erin N Rondeau-Madrid, Purdue University, USA

JoAnn I Phillion, Purdue University, USA

The authors present findings from their study of how preservice teachers (PSTs) experienced andconceptualizedsocialjusticeduringtwostudyabroad(SA)programstoHondurasandTanzania.Thisstudyexaminedinstructorintentionality(II),thepurposefulnessonthepartofinstructorsindesigningthegoalsandobjectivesofstudyabroadthroughaselectionofcontext,curriculum,andcommunityengagement.Intentionalprogrammingthatsoughttounfossilizeprejudicesbyprovidingnon-Western-centriccurriculawasemphasized.Inthiscasestudy,authorsanalyzedandinterpreteddatausingaframeworkforsocialjusticerootedinthreecomponents:redistribution,recognition,andrepresentation.Thethemesdiscussedinthischapteraddress(1)theinfluenceofpartnershipswithcommunitymembersinthedevelopmentofsocialjusticecurricula;(2)differencesacrossSAprogramsindicativeofmultipleapproachestosocialjustice;and(3)variouscontexts,experiences,andcurriculaincultivatingsocialjustice-mindededucators

Chapter 6

ASenseofPlace:CreatingSpacesforInterculturalLearninginStudyAbroad 112

Ann Warner-Ault, The College of New Jersey, USA

Isabel Maria Kentengian, The College of New Jersey, USA

Jon W Stauff, South Dakota State University, USA

Popular study abroad locations present challenges for faculty seeking to provide opportunities formeaningfulengagementwiththehostcommunity.Theauthorsdescribehowamedium-sizedstatecollegeintheMid-AtlanticregionoftheU.S.andtheUniversidaddeAlcalá(UAH)partneredtodevelopatransformativesemester-longstudyabroadprogram,promotingcommunityengagement,languageacquisition,andpersonaldevelopment.Theydescribehowaresidentfacultydirectorcancreatespacesforinterculturallearninginbothtraditionalclassroomsandoff-campussitesthroughprojectsthatdevelopanethosofsustainedengagementanddeepreflections,therebyempoweringstudentstoimmersemoredeeplyintheirhostcommunity.InsightsfromLaveandWenger’ssociallearningcommunityofpracticemodelprovideanovelwaytoframestudyabroadpraxis.Theauthors’experiencessuggestthatastudyabroadcommunityofpractice,ratherthanservingtoisolatemembersfromthelocalcommunity,canserveasasafe-spaceandcatalystforactiveengagementwithit

Chapter 7

DecolonizingGlobalLearningandInternationalization:AHuman-ScaleCaseStudyof

Innovation 133

Gundolf Graml, Agnes Scott College, USA

Elaine Meyer-Lee, Goucher College, USA

Janelle S Peifer, Agnes Scott College, USA

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Chapter 8

DevelopmentandEvaluationofCooperativeHealthcareBidirectionalPeople-to-People

Exchanges 149

Anthony Kovac, University of Kansas Medical Center, USA

Alec Hermanson, University of Kansas Medical Center, USA

Kimberly Connelly, University of Kansas Medical Center, USA

Alfred Aidoo, Komfo Anokye Teaching Hospital, Ghana

Akwasi Antwi-Kusi, Komfo Anokye Teaching Hospital, Ghana

Delia Cantuarias, Instituto Nacional de Salud del Niño San Borja, Peru

Juan Urquizo, Instituto Nacional de Enfermedades Neoplásticas, Peru

Mark Brouillette, Hospital for Special Surgery, New York, USA

Bidirectional,interdisciplinaryculturalexchangesresultinincreasedunderstandingofculturaldifferencesallowingforbetterinternationalcollaboration.Thesuccessandsustainabilityofcooperativeagreementsdependonregularcontinuedcommunicationwitheachpartnerinstitution,alongwithakeycontactperson

“ontheground”ineachparticipatingcountry.Internationaleffortsrepresentanexcitingbeginningofpeople-to-peopleinvolvementintheglobalquestforimprovedaccesstosafesurgical,anesthesia,andmedicalcareindevelopingcountries.Academicinstitutionsareuniquelypositionedtomakeaglobalimpacthelpingothersthroughthebidirectionalexchangeofeducation,research,andculture.Internationaleffortscanhavearecognizableimpactonpartnerlocations.Allindividualsandinstitutionsinvolvedcontinuetolearnfromtheknowledgeandexamplesofotherstofurtherenhancetheirimpact.Continuedevaluationandreevaluationareimportanttoimprovetheexperienceandachievetheneedsandobjectivesforallinvolvedparticipants

Chapter 9

DesigningStudyAbroadWithEmpathyandEngagement:ACaseStudyforProject-BasedGlobalLearningExperiences 168

Cathy Cooper, York College of Pennsylvania, USA

Dominic DelliCarpini, York College of Pennsylvania, USA

David Fyfe, York College of Pennsylvania, USA

Annie Nguyen, York College of Pennsylvania, USA

Thischapterdescribesresultsfromastudent-drivenpartnershipbetweenYorkCollegeofPennsylvaniaandgovernmental/non-governmentalhealthagenciesinLiberia.Presentedastwoparallelcasestudies,

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techniques of “human-centered design” (commonly known as Design Thinking) with principles ofproject-basedlearning,thispeople-centeredmethodcanproducericherglobalexperiencesforstudents.This method can also produce qualitative data that is useful for intercultural problem-solving, andthereforecaninformongoingandproductivepartnershipsthatemployahuman-centeredapproachtointerdisciplinarycollaboration.

Section 3 Innovative Tools to Personalize International Cross-Cultural Engagement

The chapters in this section show us how low-tech and high-tech approaches used with intentionality can support the innate human desire for connection.

Chapter 10

BeyondLeadGeneration:AIandPersonalizationinStudentRecruitment 193

Joseph D Morrison, Concourse Global Enrollment, USA

Internationaleducationisrootedintheidealsofdiversity,inclusion,andcross-culturalunderstanding.However,theindustryfallsshortoftheseidealsduringthestudentrecruitmentprocess,whichisoftenconcentratedinjustafewsourcemarkets,withimpersonalsystemsandpractices.Newtechnology,notablyartificialintelligence,iscreatingnewopportunitiesforinstitutionstoaddressthischallenge.Newplatformscanspreadtheattentionandengagementofuniversityrecruiterstoeverycorneroftheglobe,deliveramorepersonalizedexperiencetoprospectiveapplicantsthathavehistoricallybeenignored,improvecampusdiversity,andlessentheindustry’sclimateimpactbyreducingtheneedfortravel.Insightscanbedrawnfromthehightechnologyindustrytocreatetrustandscale,adequateventurecapitalisavailableglobally,andorganizationssuchastheGroningenDeclarationNetwork(GDN)canprovidethenecessarygovernance.Together,thesefactorswillenableaglobalelectronicmarketplaceforeducationwithgreaterdiversityandpersonalization

Chapter 11

SeriousCooperativeBoardGamesasanInnovativeApproachinaStudyAbroadCourseinPeru 218

Stewart Bauserman, Purdue University, USA

Lan Jin, Purdue University, USA

John W Sheffield, Purdue University, USA

Michael Mattingly, Subaru of Indiana Automotive, Inc., USA

Thechapterdescribeshowcreatingandplayingaseriouscooperativeboardgametoaddressenergysustainabilityinastudyabroadcourseprovidesanopportunityforstudentstocollaborateinculturallydiverseteamsanddevelopinterculturalcompetence.LearningleadershipskillsthroughthemethodofAgileGamePlay,includingteambuilding,communication,andcooperativeinteractionforaglobalbenefit,isshowntobeeffective.Theseriouscooperativeboardgamecanbeseenasnotmerelyaninteractivesupporttool,butasamethodtogenerateinnovative,people-centered,approachesthatcanbeappliedtoeffortsinglobalenergysustainabilityandpolicymaking.Creatingandplayingaseriouscooperativeboardgameoffersanewapproachforastudentinanyfieldofstudytolearncooperativeleadershipskillsforglobalbenefitinashortamountoftime

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Section 4 Cross-National Partnerships

The chapters in this section explore how U.S institutions engage with universities and communities in the Global South through the establishment of a binational research center and branded branch campuses.

Chapter 12

CenteredNorth-SouthAsymmetricalPartnership 234

TheCaseoftheInternationalResearchCenterfortheDevelopmentofEducation(CIIDE):ARe-Pilar Mendoza, University of Missouri, Columbia, USA

Fredy E Cardenas Riaño, Uniminuto, Colombia

Maryluz Hoyos Ensuncho, University of Missouri, Columbia, USA

Juanita Reina Zambrano, Uniminuto, Colombia

Theauthorsinthischapterdescribetheapproach,purpose,andworkoftheInternationalResearchCenterfortheDevelopmentofEducation(CIIDEpertheacronyminSpanish)asanillustrationofaglocanalinternationalizationeffortinvolvingresearchandflowsoffacultyandadministratorsbetweenanon-eliteuniversityintheGlobalSouthandaresearch-intensiveuniversityintheGlobalNorth.CIIDEisajointeffortbetweentheCollegeofEducationattheUniversityofMissouriintheU.S.andthemaincampusoftheCorporaciónUniversitariaMinutodeDios(UNIMINUTO)inBogotá,Colombia.Inthischapter,first,theauthorsreviewthetwotheoreticallensesinformingtheanalysisoftheconceptualizationandworkofCIIDE,whicharetheglocanalagencyheuristicsdevelopedbyMarginsonandRhoadesandtheworkofGeorgeMwangionmutualityininternationalization.Then,theauthorspresenttheactualworkofCIIDE,includingitsoriginsanddailyoperations,followedbyananalysisofCIIDE´sglocanalagencyheuristicsandmutuality

Chapter 13

AGlobalAmericanUniversity:HowMidwestUniversityExportsEducationtothePeriphery 254

Heather Sweeney, University of Missouri, Columbia, USA

Edwin Nii Bonney, University of Missouri, Columbia, USA

Today’shighereducationinstitutionsareengagedinfiercecompetitionoverresearchdollars,attractingstudents,andreputation.AndtheinstitutionsoftheGlobalNorthhavebeguntodemonstrateaproactivedesiretodrivetheacademicexchangeoccurringontheglobalstageviathecreationofstrategicpartnershipsabroad.ThepurposeofthischapteristounderstandtheroleplayedbyAmericanuniversitiesintheinternationalizationofhighereducationasnationalsystemsofeducationrespondtoglobalization.Throughadiscourseanalysis,theauthorsapplyworldsystemstheorytotheanalysisofasingleU.S.institutionwithseveralAmericaninstitutionsabroadinmultipleperipherysocietiesandaskthefollowingquestions:HowdoU.S.highereducationinstitutionsdefineglobaleducation?AndinwhatwaysdoU.S.highereducationinstitutionscontributetothecountriestheyoperatein?

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Section 5

A Moment of Reckoning

The chapters in this section look at the once unfathomable realities of the present moment and the challenges and opportunities inherent in the uncharted future for global engagement in higher education.

Chapter 14

ProblematizingtheLanguageofInternationalizationinHigherEducation 269

Gabrielle Malfatti, University of Missouri, Columbia, USA Astrid M Villamil, University of Missouri, Columbia, USA Likemostaspectsofmodernhighereducation,itsinternationalizationisframedbyterminologyrooted inneoliberalpractices.Noaspectofacademiclifeismorewidelytouchedthaninternationalization, whereencounterswiththebroadreachofcapitalismanditslegacyofinequalitiesarecommonplace; andwherethemotivations,processes,andpracticesofindividualsrepresentinginstitutionsofhigher educationhavemeaningfulopportunitiestoreframeanincreasinglytransactionalspace.Thischapter offersananalysisofcommonlyusedtermsandaninvitationtodelinkingandre-imaginingitsvernacular Conclusion 280

Compilation of References 287

About the Contributors 313

Index 321

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Internationalizationhasbecometheumbrellatermunderwhichcollegesanduniversitiesplan,implementandevaluateeffortstoinfuseaninternationaldimensionintothecoremissionsofteaching,researchandservice.Weareallfamiliarwitheffortstorecruitinternationalstudentsandscholars,bringaworldviewintothecurriculum,provideopportunitiesforeducationabroadtodomesticstudents,andpartnerwithinstitutionsabroadforresearchandculturalexchange.Whatarelesstransparent,arethemotivatingfactorsthatcurrentlyunderpintheseefforts,manyofwhich,scholarsargue,havebecomesuspectasmeretoolsofneoliberalagendasformarketcompetitiveness,neocolonialpracticesofGlobalNorth/GlobalSouthdichotomiesandassertionofthesupremacyofWesternepistemologiesonoptically“global”educationalprogramming(Andreotti,Stein,Pashby,&Nicolson,2016;Caruana,2016;Beck&Ilieva,2019).Internationaleducationpractitionersandrepresentativeorganizationshaveheardthealarmbellsandundertakenthetaskofcriticallyexaminestheconditionsthatundergirdinternationalizationpractices.Theresultisanincreasingnumberofresearchprojectschallengingthefacevalueoftraditionalinterna-tionalization,theconveyingofmission-alignedorganizationstochartnewcoursesforinternationaliza-tion,andtheindividualandsmallpractitionerteamsdoingtheworkofinnovativelydecolonizingandreimaginingethicalinternationalinterculturalexchangesamongpeoplesoftheworld.Forexample,theNelsonMandelaBayGlobalDialogue(2014)broughttogetherninenational,sixregionalandnineotherorganizationsfromaroundtheglobe,whosescopesincludednational,regionalandglobalresponsibilities,

andwho,intheirDeclaration on the Future of Internationalisation of Higher Education,highlightedthe

imperativeofimbuingallaspectsofinternationalizationwith“ethicalconsiderationsandinclusivity,”andthuspositedtheneedfor:

1 Enhancing the quality and diversity in programmes involving the mobility of students and academic and administrative staff;

2 Increasing focus on the internationalization of the curriculum and of related learning outcomes;

3 Gaining commitment on a global basis to equal and ethical higher education partnerships (Declaration, N M B G D., 2014, p.2)

Withasimilarconcernaboutthepotentialityforcorrosionofethicalpracticesastheinternationalizationofhighereducationhasbecomeincreasinglydrivenbyfinancialpriorities,Andreotti,Stein,Pashby,&Nicolson(2016),engaged,overathreeyearperiod,withover20partnersonfivecontinentstolookattheeffectsof“intensifiedapplicationofentrepreneuriallogicsanddiminishedpublicfundingforhighereducationaroundtheworld”(p.88).AspartoftheirEthicalInternationalisminHigherEducation(EIHE)project,theyidentifiedthefollowingfourapproachestothepraxis:

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(1) internationalization for a global knowledge economy, (2) internationalization for the global public good… both [1 and 2] situated within the modern/colonial global imaginary (3) anti-oppressive internationalization… [which] challenges [the modern/colonial global imaginary] (but remains within it) based on a commitment to work in solidarity for systemic transformation towards social justice, and (4)

‘trans-localism’, [an articulation] recognizing that interconnection and ethical obligations exceed the borders of the nation-state and the onto-epistemic grammar of modernity (p 95)

Theauthorscontributingtothisvolumearepartofthisgrowinggroupofscholarsandpractitionersconcernedwithhowinternationalizationpracticesthatatfacevalueshouldbeenhancinghumanun-derstanding,internationalcollaboration,reciprocallearningandpeace,notonlyfallshortofmeetingthesegoalsbutoftenexacerbatetheillsthatthepracticesseektoaddress.Hence,internationalstudentrecruitmentisincreasinglyseenasaGlobalNorthpoachingofintellectualandfinancialresourcesfromcountriesstrivingtorisefromadverseconditionsoftenengenderedbycolonialistpractices,pastandpres-ent,inflictedbythesameGlobalNorthactors.Shorttermstudyabroadtakesontonesof“edutourism”mostoftendrivenbyastudent–orfacultymember’s-desiretospendtimeataparticularlocationthanbytheknowledge,skillsanddispositionsthistypeofculturalimmersionoughttoelicit.Servicelearninghasbeenincreasinglycriticizedforits“WhiteSavior”(Cole,2012)approachesto‘voluntourism’thatatbestprovideamildawakeningtoworldrealitiesinthestudents(Pence&Macgillivray,2008),andatworstsupportathrivingbusinessof“toxiccharity”(Lupton,2011)thatperpetuatessystemsofracialandsocialinequalityintheGlobalSouthwheremostoftheseprogramstakeplace.Intermsofthecur-riculum,internationalizationeffortsmostoftenfocusonenhancingcompetitivenesswithoutprovidingdeepculturalunderstandingandinsightfulappreciationforthehumanconditioninthetargetmarkets.Thechaptersinthisbookprovideexamplesofpeople-centeredglobalengagementeffortsfocusedonthosewhoarecentrallyandperipherallyimpactedbythem.Bypeople-centered,theeditormeanttocompileexamplesofpracticethatsimplyputpeopleandplanetaheadofprofits.Itisevidentbythesubmissionstothiscollectionandtherelevantliteraturesupportingthosechapters,thateffortsformoreintentionalanddeliberatewaystoengagewiththeworldarepossible.And,thatthevaluesofdiversity,equity,inclusion,inter-culturalunderstanding,socialjustice,andcooperationcanbeandoughttobeac-tivewithintheframingofglobalengagementpracticesinhighereducation.Individuallyandcollectively,thechaptersinthisvolumeadvancethecontestingofcoloniality,neo-liberal,andneo-colonialpracticesinhighereducationingeneral,andspecificallyastheypertaintointernationalrelationsatcollegesanduniversitiesworld-wide

Thebookisdividedintofivesectionsthatsoughttogroupchaptersalongacommontheme:(1)Global-MindednessintheClassroom;(2)InterculturalExchangeinHostCommunitiesAbroad;(3)In-novativeToolstoPersonalizeInternationalCross-CulturalEngagement;(4)Cross-NationalPartnerships;and(5)AMomentofReckoning.Belowisashortdescriptionofeachsectionandthechapterswithinit

SECTION 1: GLOBAL-MINDEDNESS IN THE CLASSROOM

CompilesexamplesofinitiativesundertakeninclassroomsatfourinstitutionsinColombiaandtheUnitedStatestobringtolifeconnectionstotheworldforthestudentswithinthoseenvironments

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InChapter2,“InfusingGlobalPerspectivesIntoTeacherEducation:ASelf-StudyFromTexasandGeorgia,”MindaMorrenLopez,TexasStateUniversity,SanMarcosandChangPu,BerryCollege,chronicleaself-studyofprocessesandoutcomesassociatedwiththetransformationoftwoteacherpreparationcoursestoincludeglobalcompetenciesandcontenttointernationalizeteachereducation.Thechapteralsoprovidesadescriptionoftheself-studymethods,andcontextualinformationfortheinstitutionsandcoursesandconcludeswithimplicationsandsuggestionsforinfusingglobalperspec-tivesintothecurriculum

InChapter3,“PedagogicalOpportunitiestoFosterInteractionandDeepUnderstandingBetweenInternationalandDomesticUniversityStudents:TeachingCriticalReflexivityThroughInteraction,”SamanthaClifford,NorthernArizonaUniversity,reportsonastudyconductedinanundergraduateanthropologycoursewhichusesintentionalinstructionalpracticesandcurriculumdesigntoincreasemeaningfulinteractionamonginternationalanddomesticstudents.Findingsofthestudyrevealedthemajorityofstudentsgainedskillsinreflectionthroughanexplicitreflexiveexaminationoftheprocessofenculturationanditseffectonone’sworldview

SECTION 2: INTERCULTURAL EXCHANGE IN HOST COMMUNITIES ABROAD

Containschaptersthatcriticallyexplorethecreation,implementationand/orevaluationofstudyabroad/studyawayprogrammingandthequalityofinterpersonalrelationsandenvironmentaleffectsonvariousstakeholdersincludingfaculty,students,andmembersofthehostcommunities

InChapter4,“MoveOverMedici!ExploringtheImpactofUSStudentPowerinFlorenceThroughHostPerspectives,”JulieM.Ficarra,SUNYCortland,mindsthegaponliteraturepertainingtotheper-spectivesofhostcommunityresidentsontheimpactofstudyabroadprograms,students,providers,intheplacestheydwell.ForitshetacklesFlorence,aGlobalNorthlocalitywhichhostsover10,000U.S.studentswithinitstwo-square-milecitycenter.ThechapteraimstomakespaceforlocalcommunityvoicesthusprovidingthereaderwithamorewholisticviewoftheU.S.studyabroadparticipantandtheimpactoftheirpresenceasconsumersofthiscity

InChapter5,“Context,Curriculum,andCommunityEngagementinSocialJustice-FocusedStudyAbroadPrograms:ACriticalExaminationofInstructorIntentionality,”AlankritaChhikara,StephanieOudghiri,ErinN.Rondeau-Madrid,andJoAnnIPhillion,PurdueUniversity,lookattheroleofinstructorintentionalityinthedevelopmentofstudyabroadprogrammingfocusedonsocialjusticeforpre-service

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andcommunityengagementactivitiesinHondurasandTanzania;andinconsideringsocial,racial,politi-InChapter7,“DecolonizingGlobalLearningandInternationalization:AHuman-ScaleCaseStudyofInnovation,”GundolfGraml,ElaineMeyer-Lee,andJanelleS.Peifer,AgnesScottCollege;andMichaelRLolkus,PurdueUniversity,usethischaptertooutlineAgnesScottCollege’sapproachtogloballearningthatcentersacriticalfocusoncolonialism/imperialism/diasporacurriculum,includ-inginitsrequired,first-yearinterdisciplinaryJourneyscourse;co-curricularsonthelocalimpactsofglobalizationandmigration;andassessmentandresearch.Thisapproachalsomanifestsintakingintoaccounttheintersectionaleffectofstudents’multipleidentitiesontheseissues.Theauthorsshowhowtheon-campusgloballymindedcurriculumandthestudyawayopportunitiesitprovidescometogethertoenhancestudents’understandingofissuesofglobalsignificance

PeopleExchange,”AnthonyKovac,AlecHermanson,andKimberlyConnelly,UniversityofKansasMedicalCenter;AlfredAidooandAkwasiAntwi-Kusi,KomfoAnokyeTeachingHospital,Ghana;De-liaCantuarias,InstitutoNacionaldeSaluddelNinoSanBorja,Perú;JuanUrquizo,InstitutoNacionaldeEnfermedadesNeoplásticas,Peru;andMarkBrouillette,HospitalforSpecialSurgerydescribethereciprocallearning,personalandprofessionalgrowthgainedfromabidirectionaleducationalexchangeprogramforobservationandteachingdevelopedbetweenKUMCandpartnerinstitutionsinGhanaandPeru.Theprogramhasgraduallyevolvedtoincludethehealthcarefieldsofanesthesiology,nurseanesthesia,nursingandemergencymedicine,includingemergencymedicaltechnician(EMT)training.ThechapterincludesanevaluativeanalysisofindividualexperiencesandspecificconceptslearnedbyparticipantsfromtheUSA,GhanaandPeru

InChapter8,“DevelopmentandEvaluationofCooperativeHealthcareBidirectionalPeople-to-BasedGlobalLearningExperiences,”CathyCooper,YorkCollegeofPennsylvania,DominicDelliCar-pini,YorkCollegeofPennsylvania,DavidFyfe,YorkCollegeofPennsylvania,andAnnieNguyen,YorkCollegeofPennsylvania,chronicleastudent-drivenpartnershipbetweenYorkCollegeofPennsylvaniaandgovernmental/non-governmentalhealthagenciesinLiberia,exploringsynergiesdiscoveredattheintersectionofgloballearning,human-centereddesign,project-basedlearning,andcommunityengage-ment.Toillustratethesesynergies,theauthorschronicletworelatedcasestudies—acasestudyofastudentandtheteamshebroughttogethertoaddressanationalhealthcrisisinLiberia,andacasestudyofeducatorswholearnedhowthisprojectcouldinformnewapproachestoglobalandproject-basedlearning.Together,thesecasesledtoadeeperunderstandingofhowempathy—theultimate“people-centeredapproach”—functionsasbothatoolofinterculturalunderstandingandasanempiricalresearchmethodthataddssubstancetoshort-termglobalexperiences

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InChapter9,“DesigningStudyAbroadWithEmpathyandEngagement:ACaseStudyforProject-SECTION 3: INNOVATIVE TOOLS TO PERSONALIZE

INTERNATIONAL CROSS-CULTURAL ENGAGEMENT

Thetwochaptersinthissectionshowushowlow-techandhigh-techapproachesusedwithintentionalitycansupporttheinnatehumandesireforconnection

InChapter10,“BeyondLeadGeneration:AIandPersonalizationinStudentRecruitment,”JosephD.Morrison,ConcourseGlobal,exploresthepre-Covid19stateofinternationalstudentrecruitmentandpositsthatartificialintelligence(AI)technologyhasthepotentialtospreadtheattentionanden-gagementofuniversityrecruiterstoeverycorneroftheglobe,deliveramorepersonalizedexperiencetoprospectiveapplicantsthathavehistoricallybeenignored,improvecampusdiversity,andlessentheindustry’sclimateimpactbyreducingtheneedfortravel.Theauthorincludesabriefreflectionofhowtheglobalpandemicfurtherproblematizestheperson-to-personengagementbetweenrecruitersandpotentialstudentsandfurtherexploresthewaysinwhichtechnologycanbridgedistancesandcreatelinksamongactorswithinthecontextofinternationalstudentrecruitment

InChapter11,“SeriousCooperativeBoardGamesasanInnovativeApproachinaStudyAbroadCourseinPeru,”StewartBauserman,LanJin,PurdueUniversity,andJohnW.Sheffield,PurdueUni-versity; and Michael Mattingly, Subaru of Indiana Automotive, Inc., describe how developing andplayingaseriouscooperativeboardgameinastudyabroadcourseprovidesanopportunitytostudentstocollaborateinculturallydiverseteamsanddevelopinterculturalcompetence.Theauthorsproposethatcreatingaseriouscooperativegamecanbeausefulinnovativetoolandapproachtointernationaleducationinastudyabroad,becausethecognitioninvolvedindesigninganddevelopingfocusesthelearneronrelevantskillsandenhancesthequalityofcontactamongtheparties

SECTION 4: CROSS-NATIONAL PARTNERSHIPS

ThechaptersinthissectionexplorehowU.S.institutionsengagewithuniversitiesandcommunitiesintheGlobalSouththroughtheestablishmentofabinationalresearchcenterandbrandedbranchcampuses.InChapter12,“TheCaseoftheInternationalResearchCenterfortheDevelopmentofEducation(CIIDE):ARe-CenteredNorth-SouthAsymmetricalPartnership,”PilarMendoza,UniversityofMissouri-Columbia,FredyE.CardenasRiaño,Uniminuto,ColombiaMaryluzHoyosEnsuncho,UniversityofMissouri-Columbia,andJuanitaReinaZambrano,Uniminuto,Colombia,describetheapproach,purpose,andworkoftheInternationalResearchCenterfortheDevelopmentofEducation(CIIDE)asanillus-

trationofaglocanalinternationalizationeffortbetweenanon-eliteuniversityintheGlobalSouthand

aresearch-intensiveuniversityintheUnitedStates.TheauthorsexplorehowCIIDE´sworkre-centersresearchtothelocalcommunitieswithechoestothelargernationalandglobaldiscourses,emphasizingparticipatoryactionresearchasapeople-centeredepistemologyandworkbreakingneoliberalmolds.InChapter13,“AGlobalAmericanUniversity:HowMidwestUniversityExportsEducationtothePeriphery,”HeatherSweeney,UniversityofMissouri,andEdwinNiiBonney,UniversityofMissouri,examinetheroleplayedbyAmericanuniversitiesintheinternationalizationofhighereducationasnationalsystemsofeducationrespondtoglobalization.Throughadiscourseanalysis,theauthorsapplyworldsystemstheorytotheanalysisofatypicalliberalartsuniversitylocatedintheMidwesternregionoftheU.S.withseveralcampusesabroadinmultipleperipherysocieties.Theiranalysisleadsthemto

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SECTION 5: A MOMENT OF RECKONING

lengesandopportunitiesinherentintheunchartedfutureforglobalengagementinhighereducation.InChapter14,“ProblematizingtheLanguageofInternationalizationinHigherEducation,”GabrielleMalfattiandAstridVillamil,UniversityofMissouri,takeissuewiththeoften-uncontestedlanguagethatframesthemultiplefacetsofinternationalizationinhighereducationandexaminetheproblem-aticintegraltoitsdiscourse.Theauthorsexplicatetheintricateandconstitutiverelationshipbetweenlanguageandreality;exploretheedu-semioticsofconcreteinstanceswherelanguageusedinglobaleducationpromotesneoliberalideologiesandcolonialistpractices;proposeadelinkingframeworkasareframinganddecolonizingstrategyandinvitescholarsandpractitionersintheglobaleducationfieldtoreflectontheeffectsthesediscursivepracticeshaveintheperpetuationofneoliberalideologiesandcolonialistimbalances

Thechapterinthissectionlooksattheonceunfathomablerealitiesofthepresentmomentandthechal-In“Conclusion:ReflectionsontheImpactofthe2020PandemiconInternationalizationofHigherEducation,” Samantha Clifford, Northern Arizona University; Kathleen A. Corrales, Lourdes ReyPaba,andPaigeM.Poole,fromUniversidaddelNorte,Colombia;DominicDelliCarpini,YorkCollegeofPennsylvania;JulieM.Ficarra,SUNYCortland;GabrielleMalfatti,UniversityofMissouri;PilarMendoza,UniversityofMissouri;AnnieNguyen,YorkCollegeofPennsylvania,isalooselygatheredcollectionofpersonalthoughtssharedbycontributingauthorsofthisvolumeasmostofuswerefinal-izingourchaptersandattendingtoourvariousdutieswithininternationalizationinthemidstofthegreatplanetarypauseof2020.Someofthereflectionsaredeeplypersonalwhileothersfocusmostlyonourwork,buttheyareallrepresentativeofadefiningmomentforoursocietyandfortheworkthatwedo

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Idedicatethisbookwithimmensegratitudetomycolleaguesininternationaleducationwhodotheworktoputpeoplefirstinallthatyoudo.Tomypartnersabroadwhoalwaysreceivemeasoneoftheirownandhaveshownmenewandbrighterwaysofbeingandbecoming.Tomydean,KathrynChval,forherfaithinmeandcontinuoussupport.Tomymomandsiblingsfortheirbeliefinme.And,mostlovingly,toCarolyn,NikolasandAliandtheawesomelittlehumanswhocallmeLita:Barrett,Isabelle,Akyra,ZaydaandOwen.OurloveforeachotherbuildsmeandinspiresmewhereverIam

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This section compiles examples of initiatives undertaken in classrooms at four institutions in Colombia and the United States to bring to life connections to the world for the students within those environments.

Global-Mindedness in the

Classroom

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Universidad del Norte, Colombia

Lourdes Rey Paba

https://orcid.org/0000-0003-1553-5422

Paige Michael Poole

https://orcid.org/0000-0002-0137-8801

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Internationalization of higher education is a phenomenon affecting universities around the world in their effort to prepare students to interact in international and intercultural environments (Leask, 2012) While the concept of internationalization has many definitions, one of the most widely used is that of de Wit, Hunter, Howard, and Egron-Polak (2015): “the intentional process of integrating an international, intercultural, or global dimension into the purpose, functions, or delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaning-ful contribution to society” (p 29) Given cultural and economic concerns, especially in Latin America, many universities have turned their attention towards internationalization at home (IaH) According to Beelen and Jones (2015a), IaH is the “purposeful integration of international and intercultural dimen-

sions into the formal and informal curriculum for all students within domestic learning environments”

(original authors’ emphasis, p 8) This definition emphasizes the importance that all students have the opportunity to develop international and intercultural competences (IICs) through the curriculum, one

of the main aims of internationalization (Wen & Qin, 2016), without relying solely on international mobility However, while IaH is very common in Europe and Australia, it is just beginning in regions such as South Africa and Latin America (Beelen & Jones, 2015b)

In spite of all of the well-meaning intentions of internationalization at home, the goal of developing

IICs in all students is often unrealistic since the majority of the decisions regarding internationalization

are made by institutional authorities (top-down) rather than co-constructed by the academic community This disconnect between the academic community and policy makers stems from a lack of clarity in terms of the expected outcomes of internationalization of higher education Similar to what Gann (2016) has observed, there is often a gap between internationalization aims at the institutional (macro-) level and the implementation and practice at the curricular (micro-) level One of the main purposes of higher education institutions (HEIs) is to educate students, and much of the rhetoric on internationalization, in both the literature and practice, has focused on the macro-processes of internationalization that can be measured through numerical data rather than on student learning and development As Garson (2016) states, placing “the focus on outputs in terms of numbers of activities rather than outcomes for learning may be detrimental” (p 21) This same idea has been argued by Svensson and Wihlborg (2010), who call for internationalization to impact teaching and learning practice in a systematic way, not limited to random, disconnected initiatives Therefore, the classroom, where much of the development of com-petences of students occurs, should be at the core of this process, highlighting the essential role that professors have in internationalizing their classroom

Besides this issue, another challenge relates to the definition of specific IICs that should be included

in the curriculum This task can be daunting because of the number of competences that authors have proposed in the literature (see Bennett & Bennett, 2004; Byram, 1997; Deardorff, 2004), and defining these IICs should not be made without the input of the academic department and professors

In this way, the chapter will highlight not only the professor-led, grassroots, process of characterizing the state of internationalization at a particular Latin American higher education institution but will also describe how this informed the creation of a proposal for translating internationalization at home at the macro-level into internationalization at the micro-level (the classroom) Additionally, the chapter will present an analysis of the reflections of professors who piloted classroom applications using specific IICs, demonstrating their applicability across different academic fields The chapter will conclude with

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processes can serve as a viable method for better impacting student learning within the realm of nationalization at home This experience aims to respond to a current gap in the theory and practice of internationalization and, furthermore, could be a guide for an in-house model of internationalization of teaching and learning, which has been identified as an obstacle worldwide.

inter-LITERATURE REVIEW

Internationalization of Higher Education

Internationalization of higher education is a phenomenon that has gained importance in the international educational context in recent decades In higher education institutions, internationalization can be seen

at different levels with a variety of purposes including the following:

• Academic reasons: Attraction of world-class students and teachers, inclusion of international

methods in local environments, and learning of languages and cultures among others (Patel & Lynch 2013)

• Economic Reasons: Search for new sources of income through tuition, grants and international

funds (van Vught, van der Wende, & Westerhejden, 2002)

• Political and Socio-Cultural Reasons: Promoting diversity in points of view and ideologies as

well as interculturality and multiculturalism (Montgomery, 2008; Yang, 2002)

These purposes impact the development of academia, research, and outreach projects which affect academic and administrative authorities, professors, and students However, one concern is the tendency

to relate this phenomenon to only mobility such as academic exchanges, the number of international dents on campus, and double degrees Besides student and professor mobility, Kehm and Teichler (2007) summarize other types of internationalization activities which include: (1) mutual influences of higher education systems (i.e., overarching agreements such as the Bologna Process), (2) internationalization

stu-of teaching, learning, and research, (3) knowledge transfer, (4) modes stu-of cooperation and competition, and (5) national and sub-national policies regarding the international dimension of higher education.The process of internationalizing higher education institutions has led to the rise of different terms

to describe the phenomena emerging from its implementation The first major division arises between the activities that promote internationalization beyond the national border (outward internationalization) and those carried out on campus (internationalization at home - IaH) While outward internationalization activities are the most visible, IaH also affects relevant on-campus aspects of higher education such as the curriculum and the classroom Internationalization at home assumes that the vast majority of university students will not study, work, or volunteer abroad during their university academic program and that

“domestic” universities will have to take on the responsibility of preparing its students, professors, and researchers to be internationally and interculturally competent without leaving the campus (Beelen & Jones, 2015a; Beleen, 2011) Thus, literature on the topic suggests that an international and intercultural dimension should be integrated into the teaching and learning processes at the local level to balance “the relationship between internationalization and location” (Bentao, 2011, p 93)

Appropriate instruction, assessment processes, and clear learning outcomes around tion at home result in the internationalization of the curriculum (IoC) Regarding this concept, there

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internationaliza-is a body of literature that began in the nineties, when Harari (1992) defined it as a process that porates or integrates international elements in the curriculum or teaching Similarly, van der Wende (1996) explained that the internationalization of the curriculum involves a process of development or innovation that integrates an international and intercultural element in the curriculum and instruction These definitions raise the question of how or what an internationalized curriculum should look like Cogan (1998) proposes the following recommendations to make a curriculum international: (1) rethink objectives to incorporate local issues through global perspectives; (2) choose course readings in a way that assures that they represent different perspectives on the same subject; (3) assign tasks that allow students to think beyond borders; (4) take advantage of diversity in the classroom to discuss different points of view; (5) invite international experts to the classroom; and (6) take advantage of institutional internationalization opportunities.

incor-In the implementation of the IoC, teachers are key actors responsible for the integration of ized learning objectives and assessments (Beelen & Jones, 2015b) In order to take the internationalized curriculum into the classroom, Mckellin (1996) proposes that teachers should ask themselves certain questions before teaching an “internationalized” course These questions may be related to the interna-tional dimensions of the subject and how the teacher can integrate them; what knowledge, attitudes and skills (competences) students need in this subject to function at local and international levels; and what local and international needs the students have This requires special attention, in general, as professors are often not prepared for this integration, even if they have studied or worked abroad (Beelen & Jones, 2015b) Therefore, these authors suggest that higher education institutions invest in the professional development of their professors

international-International and Intercultural Competences

The development of intercultural competence as a central outcome of an internationalized curriculum is one of the common themes found in the global conversation on IoC (Leask, Beelen, & Kaunda, 2013) International and intercultural competences have also been cited in the literature as transcultural, multi-cultural, global, and cross-cultural competences; for the sake of clarity, in this chapter, the authors will use the term international and intercultural competences (IICs)

IICs are part of a diverse and dynamic system that includes multiple contexts and represents varied social, emotional, cognitive, and motivational aspects (Kimmel & Volet, 2012) These competences refer,

in general, to skills that allow learners to function adequately in different contexts, promoting spaces of harmonious coexistence (UNESCO, 2013) More and more often universities aim to deepen the knowl-edge and experiences of students through the inclusion of global, international, and intercultural skills and knowledge such as appreciation of cultural, racial, and ethnic diversity; the understanding of the complexities of global problems; and the possibility of working with people from other cultures (Soria

& Troisi, 2014)

Overall, there is not one unified definition for international and intercultural competences, but rather authors from various fields have contributed to the concept as a whole For instance, Hammer, Bennett, and Wiseman (2003) define them as “the ability to think and act in interculturally appropriate ways” (p 422) Deardorff (2009) relates them to attitudes such as respect, openness, and curiosity, while Lambert (as cited in Deardorff, 2004) includes five competences: knowledge of the world, proficiency in a foreign language, cultural empathy, openness to other cultures and foreign people, and the ability to work in an

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to know others; the ability to develop skills to interpret realities and interact in different contexts; the understanding of values, beliefs, and behaviors different from one’s own; and the ability to relativize oneself (Byram, 1997; Deardorff, 2006a; Gómez-Schlaikier, 2009) Deardorff (2006a) categorizes all

of the above into three areas: (1) awareness, value, and understanding of cultural differences; (2) ence with other cultures; and (3) self-awareness of the value of one’s own culture In sum, IICs refer to how one’s own knowledge, attitudes, and skills relate to and interact with the knowledge, attitudes, and skills of others, thereby, allowing successful communication between cultures and nations (Aguado, 2003; Bennett, 1993; Borrero, 2011; Hammer, 1999)

experi-Additionally, Bennett and Bennett (2004) emphasize the importance of providing students with ing experiences that allow them to recognize themselves (ethnocentrism) and then use such knowledge, skills, and attitudes to interact with each other (ethnorelativism) For this reason, special attention has been given to incorporating the development of IICs into the curriculum and classroom (Leask, Beelen,

learn-& Kaunda, 2013), not just in isolated instances but through interconnected activities over an extended period because, as Deardorff (2009) argues, these skills require time to be developed

CONTEXT

The experience described in this chapter takes place in a private, nonprofit university located in Latin America that offers 27 undergraduate and 66 graduate (Master’s and PhD) programs to approximately 16,000 students annually The majority of the student population is local; less than 1% is made up of international students In terms of professors, the university is consistently hiring more international staff; however, like students, the majority of the professors are local and national, but many have had international academic or professional experiences

Internationalization was first conceived as an important focus within the university 25 years ago Beginning as a series of independent actions, throughout the following decades, these were consolidated into what is today an International Affairs Office that works with the academic divisions to fulfill the goals and objectives of internationalization One of the strongest reasons for including internationaliza-tion in the current institutional 5-year development plan is to prepare professionals with the necessary knowledge and skills to succeed in the globalized world In this plan, internationalization processes are viewed as a key aspect permeating all areas (i.e., academic excellence, leadership, impact of knowledge and social outreach, institutional sustainability and campus aesthetics, and inclusive campus) As a whole, the university engages in internationalization on two fronts: outward and inward, with the for-mer referring to student and faculty mobility, dual degree programs, research networks, and the latter

to internationalization at home

Recognizing the university’s intentions to increase internationalization at home, a group of professors and administrators from a variety of disciplines and offices created a faculty learning community (FLC), through the institution’s Center for Teacher Excellence, on the topic of internationalization of higher education that spanned three academic years Over this period, members of the FLC explored the main concepts and concerns around internationalization and realized there was a lack of research on the role professors could have in this process This triggered a desire to have an impact on the implementation

of internationalization strategies, extending from the individual classroom to the institution as a whole

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Then a survey was designed to characterize the internationalization practices that each academic vision was implementing Afterwards, some key members of the academic community (i.e., Director of the Office of International Affairs, two department chairs, and the Dean of the College of Engineering) were interviewed All this data was coded and categorized in order to find trends Then, the FLC met to validate the categories and themes identified related to the research question.

di-Results

Results from this phase showed that the university has already implemented some initiatives that have proven effective and have served as catalysts for the process of internationalization of the institution These efforts have resulted in the university gaining recognition as evidenced in national and international accreditations, rankings, and the inclusion of university faculty in key positions in prestigious academic organizations These include:

• Institutional Foreign Language Policy: Bearing in mind the influence of globalization at the

different levels of society, in 1995, the university established a foreign language requirement for undergraduate degrees This requirement entails that students reach a B2 level of proficiency, ac-cording to the Common European Framework of Reference (CEFR, Council of Europe, 2001), in either English, German, Portuguese, or French, the most popular choice being English (Corrales, Ferrer, & Rey, 2015)

• English Medium Instruction (EMI): Some programs offer content courses in English This

process started with the Schools of Business and Engineering and has slowly extended to other academic departments Currently, 67 courses in four academic divisions are offered Other courses have begun to include strategies such as implementing course readings, videos, and other materi-als in English

• Institutional Events with an International Focus: Annually, two main forums are carried out

which concentrate on various regions of the world: the European Forum and the Global Forum (focused on Latin America, the U.S., Asia, and Africa) These events provide opportunities re-lated to academic, research, and cultural exchanges and networking for students and faculty alike without leaving the campus (J de Peña & Jiménez Arrieta, 2014) While they require substantial investment of time and resources, they allow the university to truly take advantage of its interna-tional agreements and relationships with agencies such as the British Council, DAAD, the French Alliance, Fulbright, among others

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• Co-Curricular Activities and Events: Throughout the year, academic departments offer smaller

events that provide opportunities for students to engage in international and intercultural actions One example of this is the Cultural Agenda that is offered by the Foreign Language Department, which consists of a series of one to two-hour activities, talks, and workshops led by faculty on international topics and is open to the entire university community

inter-• International and Dual-Degree Agreements and Student Mobility: Significant attention at

this particular institution has been given to incoming and outgoing student mobility In terms of incoming student mobility, the number of international students on campus has increased steadily over the last seven years with an unusual spike in 2018 (see Figure 1 below) Furthermore, the data demonstrates a rise in the number of international agreements and dual-degree programs active in the institution (see Figure 2 and 3) Outgoing student mobility has increased over the years, surpassing slightly the number of incoming students in 2019 Current national and interna-tional economic situations coupled with individual financial limitations are possibly responsible for these trends

• International Professional Development Opportunities for Faculty and Administrative Staff: An area in which the university has invested significant resources relates to faculty pro-

fessional education and development The university has been supporting professors’ doctoral and postdoctoral studies at international universities; providing funding for short-term specialized courses related to professors’ research and professional interests and participation in international conferences and events; offering foreign language education to faculty and staff; and financing membership to professional and academic associations All of these initiatives aim at promoting research and interinstitutional relationships, broadening professors’ knowledge and perspectives

in their field, and fostering the development of their international and intercultural competences

Figure 1 Outward and inward student mobility 2012-2019

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Overall, these initiatives have served as enablers for the process of internationalization of the sity However, the results also showed that the university still has to overcome some challenges at both the macro- and micro-level.

univer-• Communication of Internationalization Policy: At the macro-level, although the policies are

of-ficially established in institutional documents, there seems to be a lack of effective communication about them and the rationale behind them For instance, in a study conducted at this institution to explore the students’ and professors’ perceptions on the implementation of EMI courses, a lack of understanding of the purpose of this practice, why the particular subjects were chosen, and how to implement these classes in English were found (Corrales, Rey, & Santiago, 2016) Although the number of these courses is growing, decisions about what subjects to offer in English and what

Figure 2 Number of international agreements

Figure 3 Number of dual-degree programs

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• Definition and Development of IICs: Connected to institutional policy is the lack of

identifica-tion and definiidentifica-tion of what internaidentifica-tional and intercultural competences the university expects its students to develop throughout their academic studies While each major has established a profes-sional profile for its graduates, very few specify particular international and intercultural com-petences to be attained In the same way, in general, course curriculum does not include specific reference to IICs, and furthermore, there is no support system to guide professors in the process

of internationalizing their classroom and integrating the development of IICs into their lum Even so, some professors noted that they incorporate IICs in their classes through their own initiatives

curricu-• Integration of National and International Students: In spite of the increasing number of

inter-national students on campus, which could be a way to foster the development of students’ tional and intercultural competences (Lutsky, 2016; Spiro, 2014), results show that international students often remain in isolated groups on campus, which is a common phenomenon worldwide (Garson, 2013; Grayson, 2008) Also, in the classroom, some professors have expressed a lack of know-how regarding how to take advantage of the presence of international students

interna-• Financial Resources: Although the university has promoted outbound mobility, traditionally in

Colombia, there is very little institutional or governmental funding for student participation in international exchanges or internships Therefore, the costs of outward mobility mainly fall upon the families of the students, affecting the number of participants in these experiences as most stu-dents’ families do not have the resources to send students abroad

Having identified the enablers and challenges of internationalization at this institution, researchers have concluded that the institution’s strengths lie mainly at the macro-level, and that there seems to be a need to create clearer policies and initiatives that reach the micro-level Furthermore, there is a need to organize and plan the development of international and intercultural competences (IIC) students should develop during their studies

Given these conclusions, the FLC compiled a list of competences based on a literature review of IICs; however, it was necessary to determine which competences were the most appropriate for the institution which, in turn, led to the second phase of this study

PHASE TWO

Following phase one, in the second year, the FLC shifted its focus towards looking for ways to make a grassroots contribution that could benefit the internationalization processes of the institution The ob-jective of this phase was to define what international and intercultural competences should be adopted

as the institutional goal for all students In order to do this, an exhaustive literature review on IICs was carried out Because of the large number of competences mentioned in the literature, it was necessary to narrow down those the FLC considered most relevant to the institution given contextual factors Table

1 lists the competences specified in the three categories proposed by Deardorff (2006b)

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In order to have the perspective of the major institutional stakeholders regarding the international and intercultural competences mentioned above, the FLC designed a survey that was then completed

by students (510), faculty (both full-time and adjunct) (282), and selected administrative personnel who lead international and academic initiatives on campus (38) The survey asked these populations to rate the importance of the IICs and the extent to which they are already developed (or not) at the institution, using a Likert-type scale of one to four, one being “not important/not developed” and four being “very important/very developed.” The results were tabulated and analyzed using descriptive statistics From this tabulation, the most important IICs identified by each interest group were listed and compared to find those shared between the three groups The same comparison process was carried out for the IICs

in terms of their level of development

Results

In this section, an analysis of the results obtained in the surveys applied to faculty, students, and selected administrative personnel is presented In the subsequent analysis, the results are divided into three parts: importance, development, and interpretation of the data

Table 1 Compiled international and intercultural competences

Attitudes Knowledge Skills

Willingness towards intercultural learning

Openness to people of other cultures

Tolerance of ambiguity

Respect for other cultures

Objective view of other cultures

Knowledge of own culture Capacity to situate discipline/ professional field/ job at international level

Knowledge and critical view of language and communication

Knowledge of other cultures Knowledge of professional activities of own field in other countries

Awareness of the existence of field-related international organizations

Capacity to evaluate own beliefs, worldviews, and social practices Capacity to adapt to new cultural environments

Capacity to work in international and intercultural contexts

Ability to listen and observe Capacity to recognize that culture influences the discipline/field/job Communicative competence in both the mother and foreign language(s) Ability to cooperate with others

Table 2 The most important competences for all three populations

Competences

*Respect for other cultures

*Capacity of situating discipline/ professional field/ job at international level

*Ability to listen and observe

*Communicative competence in both the mother and foreign language(s)

Ability to cooperate with others

Knowledge of own culture

Openness to people of other cultures

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With regards to importance, four competences were ranked as the most important by all three

popu-lations (those indicated in Table 2 with a * and in bold) In general, in the four IICs, there is a balance between competences focused on cultural, professional and general fields The three remaining com-petences in Table 2 coincide between two of the populations (e.g., students and faculty; students and administrative personnel; or administrative personnel and faculty) These competences are more aligned with culture than professional or general aspects

When the data of the three populations was triangulated, there were three competences identified as

those most developed (again, those indicated in Table 3 with a * and bold) All those selected as most developed, except one, were also selected as most important (see Table 3) As for the least developed,

two were identified by all three populations while five were selected by two populations (e.g., students and faculty; students and administrative personnel; or administrative personnel and faculty) It is im-

portant to note that none of the competences considered most important were ranked as least developed

by all three groups

Overall, eight IICs, a combination of the most important and least developed, were considered to be the ones that best responded to the unique characteristics of the institution Therefore, the final proposal consisted of the following IICs:

• Respect for other cultures

• Capacity of situating discipline/ professional field/ job at international level

• Ability to listen and observe

• Communicative competence in both the mother and foreign language(s)

• Capacity of evaluating own beliefs, worldviews, and social practices

• Knowledge of professional activities of own field in other countries

• Tolerance of ambiguity

• Knowledge of other cultures

Table 3 The most and least developed competences

*Openness to people of other cultures *Knowledge of professional activities of own field in other countries.

*Capacity to situate discipline/ professional field/ job at

international level *Capacity to evaluate own beliefs, worldviews, and social practices

*Respect for other cultures Tolerance of ambiguity

Communicative competence in both the mother and foreign

Willingness towards intercultural learning

Capacity to adapt to new cultural environments Capacity to recognize that culture influences the discipline/field/ job

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The FLC presented the list of proposed IICs to the Direction of Quality and Academic Projects and directly to the Vice Provost of Academic Affairs to formally include the selected competences within university policies that would then allow them to filter down to the curriculum in a systematic way At-tempting to develop all of these competences may be an unrealistic task; therefore, the FLC suggested that each academic department defines the most relevant and appropriate IICs for the different majors offered, as de Wit suggested (personal communication, 2017) In this way, the aim of the proposed IICs was to fill the gap identified in phase one.

PHASE THREE

In the third year, in an effort to bridge the macro- and micro-processes of internationalization at the institution and initiate a bottom-up transformation of courses, the professor-researchers implemented a third phase aimed at piloting pedagogical strategies and activities to bring the IICs into the micro-level curriculum, their classrooms Representing various academic departments, the professors defined the learning outcomes, objectives, and competences to be developed, and implemented activities that com-bined the teaching of discipline knowledge with the development of the chosen IICs

After the implementations were carried out, each professor wrote a reflection about their experience The authors, then, examined these reflections to determine the positive aspects and the challenges of implementing IICs in their courses

Results

The analysis of the reflections showed that, overall, professors became aware that it is possible to bring the world into the classroom instead of solely relying on the ability to take students into the world More specifically, they realized the importance of integrating these competences into the learning of their disciplines, and, at the same time, that there were a variety of ways to do this (i.e., carrying out virtual exchanges, integrating international content, and using the presence of international students strategically) The most salient positive aspect was that, while the discipline or the topic could affect the ease in which IICs could be integrated, ultimately, this did not impede professors from carrying out their activities For example, the chemistry professor was able to raise health science students’ awareness about cultural differences when interacting with patients of different backgrounds In addition, some professors realized

it was not necessary to deviate significantly from the methodology normally used in their classes For example, the engineering professor took advantage of his international students by creating multicultural spaces for discussing types of renewable energy and how they are used in students’ countries of origin

In terms of students, professors came to realize that they could be active participants in ing new disciplinary knowledge through exploring their own views of the world and those of others One professor in particular considered that these types of activities provided students with “a deeper understanding of the present by looking at the past and a better comprehension of people of the target culture” (P4) Likewise, from the reflections, it can be concluded that these types of activities seem to contribute to reducing ethnocentrism, allowing students to better understand the perspectives of others This is summed up in the reflection of one professor who stated: “these activities allow for the construc-tion of intercultural sensitivity and empathy and through these activities students understand how cultural

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construct-An aspect most participant professors found challenging was determining the extent to which the IICs were developed in students Likewise, the professors felt that the time allotted to the development of IICs within the course could have an adverse effect on completing all content proposed in the syllabus

Table 4 Description of classroom interventions by professor-researchers

Academic Department IICs Description of Interventions

Foreign Languages -Communicative competence in a foreign language

-Knowledge of other cultures

Colombian and American students carried out online collaborative projects in their foreign language class through a virtual exchange The main activities included video chats to get

to know each other, their cultures, and compare/contrast them They completed collaborative oral (video) and written tasks (essay).

Foreign Languages

-Communicative competence in a foreign language

-Knowledge of other cultures -Capacity of evaluating own beliefs, worldviews, and social practices

Students analyzed the idea of national stereotypes and assumptions using the TED Talk “The Danger of a Single Story.” After recognizing their own stereotypes towards others, they explored those held by others about Colombians They finished by creating a video that helped break these stereotypes.

-Respect for other cultures

Students learned about how tourism affects local cultures and communities First, they looked at the Padaung tribe and their neck-ring tradition and how tourism has negatively affected this community Then, they watched a video about tourism activities

in Cape Cod, U.S., which had a positive impact on the culture

of the community Finally, they applied what they learned to a simulated local tourism problem.

Students learned German through the analysis of the history of a given place by using the “Sites of Memory” approach.

Basic Sciences -Communicative competence in a foreign language

Students explored essential global and local competences for health professionals Then, they studied the most important components of interviews, a key skill for any health professional, bearing in mind economic, social and cultural differences They applied this new knowledge by carrying out interviews with people from different cultural backgrounds to better inform their professional practices.

Mechanical Engineering

-Communicative competence in a foreign language

-Respect for other cultures -Capacity of situating discipline/

professional field/ job at international level

Students were assigned a specific type of renewable energy

to research They worked in small groups of international and national students where they had to establish a group synergy to complete the task and overcome cultural and linguistic barriers This activity raised awareness about useful strategies to identify differences in how cultures think and express their ideas since they may encounter similar situations in their future professional lives.

International Business and

Marketing

-Capacity of situating discipline/

professional field/ job at international level

Students discussed the concepts of competitiveness in order

to formulate theories and contrast them with particular applications in local, regional, national and international areas Through four different stages, students worked to understand the competitiveness of a particular company assigned by the professor In the final stage, there was a simulation where students applied what they had learned by deciding how best to invest a business loan to increase competitiveness in the company.

International Business and

Marketing

-Knowledge of other cultures -Communicative competence in a foreign language

Students studied cases of entrepreneurs around the world by exploring how these people were successful, especially in regards

to cultural adaptations.

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This concern was expressed by Professor 6 when he wrote “that is why competences must be included in the course objectives and specific ways of how to evaluate them and how they impact the experience of students should be explored.” The question of how to validly measure student competence development arose in several professors’ reflections While several instruments and rubrics were explored, professors felt that the data collected was heavily based on student perspective rather on concrete results This was especially problematic for the professors in the hard sciences.

A final aspect to highlight is a need that professors expressed for support from the institution in order

to have a successful experience Some professors explained that this support should come from within their own academic departments while others felt the institution should provide training or incentives (i.e., smaller classes, reduced course load, or monetary rewards)

DISCUSSION

Based on the three phase-experience described in this chapter, an institution should take into account several considerations in order to implement internationalization in a way that embraces both micro- and macro- elements as described here As mentioned earlier, traditionally, internationalization of higher education has focused on student and faculty mobility (Dolby, 2008; Rundstrom Williams, 2005) whereas aspects such as curriculum, teaching and learning, and the development of specific skills have been largely neglected (Garson, 2016) This was also reflected in the analysis carried out in phase one of this study, demonstrating a need to move away from student mobility as the main indicator of successful internationalization practices as internationalization at home can also provide valuable opportunities for students to develop necessary international and intercultural competences, as highlighted by other scholars (see Bodycott, Mak, & Ramburuth, 2014; Li, 2013; Soria & Troisi, 2014) For this reason, it is essential that HEIs not only establish clearer internationalization policies but that they include concrete actions that reach the classroom level

One of the most visible effects of internationalization is the development of international and tural competences As reported in phase two of the study, it is vital that institutions first define specific IICs that respond to their unique contextual needs Based on the experience presented here, this definition should include the perspectives of the different stakeholders (students, professors, administrators, and employers) and be led by a mixed group of professors and administrators who have demonstrated interest

intercul-in intercul-internationalization, keepintercul-ing it from becomintercul-ing an exclusive top-down policy While a certaintercul-in level of buy-in from top-down decision makers is necessary in order for the IICs to be included in the official institutional goals, when this process begins at the grassroots level, there is a higher possibility of reach-ing the classroom rather than merely remaining in institutional documents Regardless of how the IICs are chosen, before implementation, the selection of competences should be supported by internal data, external validation, and included in institutional policy and goals Despite the fact that the competences presented in this study were supported by internal data, the two final steps have not yet been completed.Another consideration to bear in mind is that the development of IICs does not occur in a vacuum but rather it should be linked to the curriculum and the classroom Svensson and Wihlborg (2010) sug-gest that internationalization should be planned and implemented through connected and systematic initiatives in order to ultimately impact teaching and learning practices Taking this idea even further, Hudzik (2011) considers that internationalization should reach all areas of an institution including

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that “internationalisation can only reach all students if the majority of academics, if not all, integrate it into their curriculum and their teaching and learning through internationalised learning outcomes” (p 8) Based on the piloting of the chosen IICs in phase three, it became evident that for this to happen,

a systematic, institutional protocol, with clear guidelines and support mechanisms, for professors to integrate IICs into their curriculum and classroom activities is necessary A key aspect of the protocol would be connecting these IICs to the course, the academic program curriculum, the graduate profiles from each department as well as the institutional goals to assure both horizontal and vertical alignment and development Having a protocol could increase professor buy-in and encourage more courses to

become internationalized, as has been observed by the Global Pathways Initiative of the University of

South Florida (Devine, Green, & McDowell, 2010)

A final consideration relates to measuring the extent to which students develop these competences, which has been a challenge around the world (Deardorff, 2015; Griffith, Wolfeld, Armon, Rios, & Liu, 2016) This challenge was evidenced in nearly all of the professor reflections analyzed in phase three Some professors used in-house instruments such as surveys, student reflections, and pre- and post-questionnaires to evaluate the development of the target IICs in their piloting However, all of them felt that these instruments were heavily subjective and did not provide sufficient objective, concrete data

to verify the real development of the competences Deardorff (2011) defines the instruments that the professors used as “indirect” evidence (e.g., pre/post instruments, interviews with students, self-report instruments) and suggests that effective assessment should include direct and indirect evidence from multiple perspectives that go beyond solely those of the learner Direct evidence includes tangible student products or observable performance which can be seen in learner interactions in intercultural situations, critical reflections, and written texts (Deardorff, 2015) In this sense, for the institution and professors to realistically know if IICs are being adequately developed, it is necessary to create a general assessment framework that takes into account these aspects

CONCLUSION

The study presented in this chapter is one example of how a group of professors at a higher education institution has implemented and continues to implement internationalization in a way that goes beyond creating mere top-down policies A grassroots experience, such as this one, is usually more comprehensive, involves more stakeholders, and, ultimately, improves student learning Overall, from this experience, the following conclusions can be drawn

• Macro-level efforts alone are not enough to effectively internationalize an institution

• Micro-level and grassroots initiatives are key in supporting internationalization processes and require buy-in from institution decision makers to be successful

• Participation of representatives of all the stakeholders is essential

• Institutions must clearly communicate the rationale behind internationalization policies and vide appropriate incentives (i.e., professor grants, student certificates) to ensure professor and student engagement

pro-• IICs must be defined for the context and adequately integrated into the curriculum

• Professors must have guidance and support from the institution for IICs to reach the classroom

• Evidence of the development of the IICs should be gathered from multiple sources and perspectives

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• HEIs must create the necessary protocols and allocate the needed resources if they aspire to have

an internationalized curriculum that impacts student learning

As internationalization becomes an even stronger trend in higher education, a grassroots experience, such as the one presented in this chapter, can help shape the direction of internationalization in Latin America and other underrepresented regions Furthermore, it can contribute to the already established bank of practices and research taking place around the world by providing greater understanding and expanding the perspectives present in the global conversation around this topic

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