Richard C. Sutton, Ph.D. Assistant Vice Chancellor for International Programs

1. The Nuts & Bolts of Research:Internationalizing the CampusNAFSA Annual ConferenceWashington, DC25 May 2008 Richard C. Sutton, Ph.D. Assistant Vice Chancellor for International Programs and Senior Advisor for Academic Affairs University System of Georgia Board of Regents

2. Knowledge? Skills? Attitudes? Ambiance? Flavor? Style? Weltanschauung? Purpose? Diversity? Richness? Atmosphere? What is “Internationalizing”??

3. What is “Campus”?? • Students? • Faculty? • Staff? • Senior Administrators? • Courses? • Facilities? • Services?

4. What do you mean by “the”?? • It depends… • Time • Place • People • Resources • Commitment • Trust • Incentives • Rewards • Consequences

5. External Efforts to Define Terms • Goldman Sachs Prize • IIE Heiskell Awards • NAFSA Paul Simon Awards • American Council on Education (ACE) Much of this conversation driven by identification of “best practices”

6. New ACE Report Raise Questions about the Success of Internationalization • Despite increased attention and rhetoric to support internationalization, declines since 2001 in: • Global courses in the core curriculum • Foreign language requirements • Fewer than 50% have full-time IE staff, 40% have IE reference in mission statement, 10% include IE in tenure and promotion criteria

7. Internationalization Rubrics • Practitioners’ (and presidents’) model—programs and services, participation rates, etc. • Curricular model—foreign languages, area studies, international affairs • Intercultural competence model—assess individual progress on a scale (many options) • Mestenhauser model—globalization of disciplinary knowledge

8. Common Elements of ITC • Study abroad • International students • Curriculum, degrees & majors • Co-curricular activities • Faculty development • Senior administrative leadership • Mission, policy, strategic plan

9. Less Common Elements of ITC • Staff development • International orientation of campus services • Immigrant students other than Fs and Js • Non-trad students w/international experience • Local community cultural resources • Local community business interests • Volunteerism, civic engagement • Athletics & the arts • Career & life choices

10. What elements should take priority? • Small group exercise (2 minutes): • Decide as a group • Rank top three elements that define an internationalized campus

11. Study abroad International students Curriculum, degrees & majors Co-curricular activities Faculty development Senior administrative leadership Mission, policy, strategic plan Others:_______ Staff development International orientation of campus services Immigrant students other than Fs and Js Non-trad students w/international experience Local community cultural resources Local community business interests Volunteerism, civic engagement Athletics & the arts Career & life choices Identify your top three priority elements

12. No single construct to determine what “things” make a campus international It depends… On campus culture On local resources On environment Ha, Ha—You’re Wrong!! Trick Question

13. University System of Georgia’s “Internationalizing the Campus” Program • Annual competition among 35 colleges and universities • Awards up to $60K • Three-page application • Day-long campus site visit for finalists

14. History and Rationale • Used to give $3-10K seed-money grants to support “projects” and “programs” • Larger investment and more intensive review process intended to focus on “plans” that have sustainable impact • Not intended as a “reward” for best practices, but as investment in future development

15. How ITC Works • Only in existence two years, but has generated proposals from 1/3 of USG institutions each year • Finalist selection based on potential impact and sustainability • Elevates and deepens each institution’s internal dialog about how international it is • Being selected as a finalist and earning a Regents’ site review itself advances the conversation, even without funding award

16. “Moving the needle” of campus internationalization • Every campus can compete, because there is no absolute measure • Change is the key metric • To measure change, need to know where you are beginning • Change over time, rate of change, volume of change, etc.

17. ITC Proposals funded to date: • Internationalizing lower-division coursework in core disciplines • Internationalizing majors in all colleges at a public liberal arts university • Internationalizing the first-year experience (required seminar) at a research university • Creating international learning communities of thematically linked courses and co-curricular activities

18. But how will we know if they were successful in “internationalizing” the campus? • Contractual Responsibilities: Doing what you said you would do in proposal • Going Beyond Implementation to Achieve Results • Models for Emulation/Stimulus

19. So what do you measure, and how does that fit into an institutional research agenda? • What is your measure of change? • Compared to what? • Who cares?

20. ITC Research Questions typically bigger than the capacity of any single unit • Depending on nature of research question, need to involve • Provost/chief academic officer • Chief student affairs officer • Deans & department chairs • Office of institutional research • Others who might have a direct interest in the findings (admissions, career placement offices, etc.)

21. The Georgia Tech example • Adopted “global competence” as theme of their institutional accreditation plan • Administering Intercultural Development Inventory (IDI) to matriculants and graduates • Tracking IDI changes by large number of variables • Research driven and funded by Office of Institutional Research & Assessment

22. Integrating international into institutional research • What is your institution currently researching about itself, and how is it conducting those assessments? • Can you place an international lens on those research questions? • Why are your questions more important than others? What are their practical implications? What are their policy implications?

23. Policy Poly(adj.) = many Sea(n.) = large fluid environment where most things sink to the bottom

24. Politics Poly(adj.) = many Tics(n.) = blood-sucking leeches

25. Measuring ITC: Inputs/Benchmarks • # of students abroad • # of international students • # of students taking foreign language courses • # of international journals/newspapers in the library • # of faculty/staff with international experience • # of faculty/staff with international expertise • # of internationally focused events on campus (films, lectures, performances, etc.)

26. Measuring ITC: Outputs/Deliverables • # of degrees awarded in international fields • # of degrees awarded in foreign languages • # of international scholarships and awards received (Fulbright, Rhodes, Gilman, etc.) • # of international research and program grants received • # of books/articles published on international topics

27. Measuring ITC: Outcomes/Results Outputs become inputs for outcomes • Students and faculty choose to attend/work there because of its international character • Students pursue careers/life choices with international focus • State/local community looks to the campus as an international resource • International outputs create critical mass to drive campus culture, decisions, and funding

28. Approaches • Single variable analysis • Multivariate analysis • Demonstration pilot projects • Research project grants • Institutional investigations • Multi-institutional investigations

29. Questions? Comments?