University of Minnesota 330 Wulling Hall 86 Pleasant St. SE, Minneapolis, MN 55455 Tel. (612) 624-8350; Fax. (612) 624-3

1. Josef A. MestenhauserProfessor EmeritusDepartment of Educational Policy and AdministrationComparative and International Development EducationHonorary Consul of the Czech Republic University of Minnesota 330 Wulling Hall 86 Pleasant St. SE, Minneapolis, MN 55455 Tel. (612) 624-8350; Fax. (612) 624-3377 j-mest@umn.edu JosefMestenhauser@cs-center.org stpaul@honorary.mzv.cz http://education.umn.edpa/ http://www.cs-center.org

2. The theme of internationalization of higher education is my work in progress. Comments, suggestions, critique or different perspectives will be greatly appreciated: University of Minnesota 330 Wulling Hall 86 Pleasant St. SE, Minneapolis, MN 55455, USA Tel. (612) 624-8350; Fax. (612) 624-3377 j-mest@umn.edu JosefMestenhauser@cs-center.org stpaul@honorary.mzv.cz

3. What isInternationalExperientialEducation?

4. If you did not get enough sleep last night, this is what the presentation is about: It is a hybrid - you can also spell it “high breed” I prefer the metaphor of marriage of Experiential Learning with International Education Partners bring into the marriage extended families Character of the partners; I will let you decide who is the groom Compatibility of the partners Beyond the metaphor: multiple perspectives on both major issues Making our campuses laboratories of international experiential education

5. By way of introduction Both concepts are educational mega concepts; Need multiple perspectives (frames) EL and Int’l Ed. complex, multi-faceted, composite, multi-dimensional concepts and practices Human experiences not fragmented Int’l Ed. even more complex Higher education in global crisis Viz David Senge Fifth Discipline and Howard Gardner’s Multiple Intelligence

6. Key frames/perspectives Cultural Cognitive Social psychological Systems Interdisciplinary

7. First frame / perspective: Cultural what is culture how important: abstraction, values, socialization, cognition culture specific and culture general cultural variables: time, activity, relations emic and etic perspective importance of reflection on own culture antecedents; ethnocentrism three levels of abstraction: micro, meso, macro

8. Peeled-Onion Conception of Organizational Culture Patterns of Behavior Values and beliefs T e c h n o l o g y Perceptions Schemata CultureBasic Assumptions Adapted from Schein, E.H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass.

9. Third frame / perspective: Social psychological Role of perceptions Majority-minority relations Role of trust – trust is “capital”; assymetrical, relational and institutional Leadership and role of groups

10. Second frame / perspective: Cognitive Learning, teaching, curriculum Subject-matter and cognitive skills Importance of prior knowledge – see how these perspectives are interconnected context determined; so is experience arrival of information tendency toward search for similarities; differences not symmetrical tendency to favor single domain; it takes 21 disciplines to understand a culture learning and/or development?

11. Fourth frame / perspective: Systems thinking Adding two or more parts Relationships between parts and the whole relationships of parts among themselves with each addition increase level of analysis needs new cognitive skills

12. Fifth frame / perspective: Interdisciplinarity Several concepts: transdisciplinary interdisciplinary multidisciplinary crossdisciplinary pluridisciplinary Translation; cognitive sharing Knowledge production, utilization, and management (knowledge gap) Knowledge integration

13. Background: Both partners western heritage Inherited common genes: Dewey, Piaget, Erickson, Perry, Kohlberg, Chickering, and younger: Schoen, Argyris, Jacoby Genes of internationalists come from many more ancestors All these grandfathers live in many tribes, in all continents Represent not just differences of views Fragmented

14. Beyond the metaphor: Experiential learning– mega concept and its extended family (process, product, skills) active learning service learning reflective thinkingcivics education community dev’t self-awareness group effectiveness leadership dev’t incidental learning field work real world relevancy theory-practice democratic education cooperative learning cognitive and moral development

15. Beyond the metaphor: International education: Mega – concept and its extendedtribes

17. Key characteristics of Exp. Learning Anglo-Saxon roots (how did it get to France) 1000’s studies – persuasive evidence active learning reflection self-discovery cycle of cognitive development removes dichotomy between theory and practice facilitates processing new ideas learning and development

18. Major criticism of Exp. Learning: Culture-bound (individualistic, “doing personality” relationships, pragmatism) provincial – focus on local communities little att’n to second order of cognitive skills neglects subject-matter – process oriented no att’n to reflection on own thinking Kolb’s stages not supported by learning theories learning cycle too simplistic, neglects other variables e.g. goals, motivation, choices, decisions does not explain how transfer of learning occurs weak in demonstrating how thinking leads to action

19. Key characteristics of int’l education: Major educational mega-goal of global proportions international dimensions of learning intended to be infused (mainstreamed) into all aspects of education on all levels theories located in all major academic disciplines, e.g. philosophy, psychology, history, political science, education, arts, sciences, journalism, communication, economics, management, etc. each discipline different methods, research, emphasis, epistemologies, application

20. Major criticism of int’l education Instead of being mega-goal, is in the margins It is also “culture-bound”- only thing in common is competitiveness Involves very small numbers of students teaching dominated by “academic” theory emphasizing subject-matter each discipline has different epistemology too much theory driven, many not relevant to job market or reality of global affairs not integrated with “domestic” knowledge experience-based learning dominated by positivistic assumptions effort to showpiece study abroad as exp. learning

21. Putting it altogether How is it?Adding int’l ed. to exp. Learning? Or the other way around? How much is one plus one? 3 theoretical possibilities? adding unequal qualities int’l ed. too many cultures – are they relevant to multicultural education? learning theories of different disciplines determine nature of learning, knowledge, application, role of theory, epistemology

22. Issues to consider Integration with mainstream education Relevance to changing societies and jobs Transfer of knowledge Sustaining knowledge Institutionalization How to produce change and reform H. Ed. Motivation Assessment and evaluation Cognitive skills and how to teach them Leadership driven – but missing

23. Here at last: My answer to the question: What is international experiential education?

24. It depends….

25. On whom you talk to • Where you stand • What questions you ask and • What language you speak

26. My favored example of “best practices” in int’l experiential education Learning with foreign students

27. Example ofusing theory in programs: learning with foreign students • decrease mutual isolation • make them “insiders” instead of “outsiders” • increase contacts - communication • participants in classrooms and campus life • domestic and f. s. learn to think retrospectively • domestic and f. s learn meta-skills • learn to synthesize new ideas in conflict with “old” • sustain knowledge and production • domestic students are f. s. when abroad • heterogeniation: recipes for creativity

28. Conclusion Despite criticism and shortcomings EL is the only concept able to address major global needs Global crisis of education major issues: self-regulation, differentiation, massification, democratization, relevance, adjustability to change Our own culture is a barrier: dualistic thinking, premature closure, excessive focus, one-thing-at- a-time Antecedent to I.Ed. is ethnocentrism, and to EL is cognitive rigidity Change is slow and costs; it is not an event but on- going Change others and ourselves This sounds slow, arduous, complicated and pessimistic; but there is help: our brain and intellectual skills that come with EL and I.Ed.

29. Key bibliographic references Batchelder, Donald and Elizabeth G. Warner (Eds) (1977) Beyond Experience. Brattleboro, Vt: The Experiment Press Chickering, Arthur W. (1977) Experience and Learning. New York: Change Magazine Press Comprehensive reviews of articles on experiential learning on <http://reviewing.co.uk/research/experiential.learning.htm> Early, Christopher P. and Soon Ang (2003) Cultural Intelligence. Stanford, CA: Stanford University Press Evans, Norman (Ed) (2000) Experiential Learning Around the World London: Jessica Kingsley Gruenzweig Walter and Nana Rinehart (Eds) (2002) Rockin’ in Red Square. Critical Approaches to International Education in the Age of Cyberculture. Muenster, Germany: LIT Verlag and Transaction Publishers, Rutgers University Hofstede, Geert (1984) Cultures’ Consequences. Beverley Hills, CA: Sage Jacoby, Barbara and Associates (1996) Service Learning in Higher Education. San Francisco, CA: Jossey-Bass Kluckhohn Florence R. and Fred L. Strodtbeck (1961) Variations in Value Orientations. Westport: Greenwood Press. Laubscher, Michael R. (1994) Encounters with Differences. Westport, CN: Greenwood Press Marzano, Robert J. (2001) Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA: Sage Moon, Bob, Sally Brown and Miriam Ben-Peretz (Eds) (2000) Routledge International Companion to Education. London and New York: Routledge Schoen, Donald A (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass Scott, Peter (Ed) (2000) The Globalization of Higher Education. London: Open University Press Sternberg, Robert J. and Joseph A. Horvath (Eds) (1999) Tacit Knowledge in the Professional Practice. Mahwah, N.J.: Lawrence Erlbaum

30. Thank you for not falling asleep when you heard the word “theory”