A Case Study of International Affairs and Relations Organizations in the United States

1. A Case Study of International Affairs and Relations Organizations in the United States Robert Waters Visiting Fulbright Scholar Chiang Mai University 26-01-2011

2. The world awaiting our students requires that they understand international issues. More than ever before, international leadership is the responsibility of a top-ranked research university.-- President CD Mote, Jr., University of Maryland

3. Higher Education in the United States A Large, Diverse and, Decentralized System of Education • 4,409 Colleges and Universities in the U.S in (1,851 in 1949-50, and 3,056 in 1980-81) • 2,719 4-year, 1,690 2- year • Public 4 year- 652 • Public 2 year- 1,024 • Private 4 year, non-profit 1,537 • Private 2 year, non-profit 92 • Private 4 year for-profit 530 • Private 2 year for-profit 574 *2008-2009

4. Higher Education in the United States • 19,681,000 students involved in post-secondary education in 2010. • 14,609,000 in public colleges and universities • 5,072,000 in private colleges and universities • In 1869-1870 - 52,000 • In 1939-40 - 1,494,000 • Total expenditures of public institutions in 2006-2007 -238,828,801,000 USD

5. A Diverse “System” of Education • Public/Private • Each of the 50 states has a unique set of institutions • Range from small liberal arts colleges of several hundred students to large publics with 40,000-50,000 students, with many different missions. • Many colleges and universities are relatively “open admission” institutions with either minimal/flexible or no admissions standards • No national exam for University although most students take a standardized assessment test- the SAT or ACT- especially important for schools with rigorous standards • Graduation/success rates vary significantly • Most colleges and universities are highly dependent on tuition or state subsidies to stay in business

6. Largest Institutions in the United States • University of Phoenix online campus 301,323 • Arizona State University 57,636 • Ohio State University main campus 48,888 • University of Florida 47,408 • University of Texas at Austin 47,289 • Texas A&M University at College Station 44,813 • Michigan State University 43,131 • Pennsylvania State University at University Park 43,057 • University of Minnesota-Twin Cities 41,992 • University of Central Florida 41,057 • University of Illinois at Urbana-Champaign 40,951 • University of Michigan at Ann Arbor 39,307 • University of Wisconsin at Madison 38,761 • Purdue University at West Lafayette 38,555 • Indiana University at Bloomington 37,482 • University of California at Los Angeles 37,430 • University of South Florida 36,125 • Miami Dade College 36,075 • New York University 36,057 • University of Washington 35,459 • Florida State University 34,604 • University of California at Berkeley 34,305

7. Top Country of Origin for International Students in the United States 2007-08

8. Baccalaureate institutions International students International percentage Fashion Institute of Technology (SUNY) 1,084 10.3% Brigham Young University, Hawaii campus 973 38.1% Mount Holyoke College 511 22.3% Utah Valley State College 456 1.6% Brigham Young University, Idaho campus 388 2.8% Calvin College 350 8.6% Middlebury College 332 13.5% University of Hawaii at Hilo 317 8.0% College of Saint Benedict/Saint John's University 284 14.1% Willamette University 270 10.0% Smith College 263 8.4% Macalester College 262 13.2% U.S. Colleges With the Most International Students, 2009-10

9. U.S. Colleges With the Most International Students, 2009-2010

10. Institute of International Education “Open Doors” Report The Open Doors data suggest that the makeup of the international student body the United States is shifting. If current enrollment trends hold, the number of foreign undergraduates, which includes students studying for associate or bachelor's degrees, is poised to surpass the number of those pursuing graduate degrees. In 2008-9, there were 269,874 international undergraduate students and 283,329 graduate students. Until 2001-2, foreign undergraduates at American colleges outnumbered their graduate-school counterparts.

11. U.S. Institutions Hosting the Most International Scholars 2009-2010 Harvard University 4,203 University of California - Berkeley 2,950 Columbia University 2,708 Stanford University 2,662 University of California- Davis 2,583 University of California - Los Angeles 2,573 University of California - San Diego 2,375 University of Michigan - Ann Arbor 2,244 University of Pennsylvania 2,146 Yale University 2,065 Ohio State University - Main Campus 1,899 Massachusetts Institute of Technology 1,882 University of Illinois - Urbana-Champaign 1,787 University of Southern California 1,747 University of Washington 1,744 University of Maryland - College Park (23) 1,483

12. Higher Education in the United States- Structure There are no national universities in the United States Most colleges and universities in the United States are independent, organizationally decentralized, and operate in a relatively autonomous fashion. • Private institutions under the direction of a Board of Trustees • Public institutions often as part of a system under the direction of a Board of Regents While there are government subsidies given to some universities for limited purposes and to students for financial aid, most colleges and universities are responsible for generating their own funding through tuition, grants and fundraising.

13. Higher Education in the United States- Governance Boards of Trustees/Boards of Regents Are legally in charge of the university. They hold the formal legal authority through which colleges and universities operate. They, • Hire the president • Approve the budget • Manage endowments • Overseeing overall the educational program • Are responsible for long- range planning

14. Higher Education in the United States- Governance • An important aspect of Higher Education in the United States is that Boards of Trustees and Regents are legally in charge- they have formal control but they delegate much of that responsibility to a campus President and his or her administration. • President hires a team of administrators torun all administrative aspects of the university

15. Higher Education in the United States- Governance However, the faculty generally remain in charge of most critical academic matters at U.S. colleges and universities. The faculty “owns”, decides: • What body of work constitutes a degree program and what set of courses qualify for degrees. • Academic programs requirements and curriculum. • Which classes are taught, when, and by whom. The have almost complete academic freedom to determine course content, syllabi and grading. • Requirements for the major and graduation. • Which faculty are given tenure track positions and who should be given tenure and promoted.

16. Higher Education in the United States- Governance This authority in the academic arena begins with an individual faculty member and rises to the; • Departmental level • School or College (Faculty) level • The Dean (s) • Chief Senior Affairs Officer and Staff • Board of Regent (academic committees) • Accrediting bodies In most cases great deference is given to faculty input, advice and judgment at each level.

17. Higher Education in the United States Faculty in the United States are also strongly rooted in their disciplines. They are; • Generally educated in Ph.D. programs in specific disciplines. • Rewarded by faculty in the discipline. • Accustomed to strong working relationships with faculty within but not outside of the discipline • Judged by national and international disciplinary standards. • Dependent on judgments and review from peers in terms of publications and research grants .

18. Higher Education in the United States • Many researchers note that faculty allegiances to their disciplines and professional organizations and colleagues are much stronger than their ties to the universities in which they work. • Departments and perhaps even colleges are more closely allied with others in the field than with those in central administration.

19. Which Brings Us to Internationalization How does an institution in the United States structure a strong, vibrant, international affairs organization? • The President/administration may be in charge of administrative activities but faculty and academic offices have the authority to often act as independent agents and engage in their own set of activities. • This creates a “tension” between 1) central and decentralized aspects of governance and 2) the need to establish a university level policy towards international affairs versus relationships and specializations rooted in specific academic disciplines

20. Organization of International Affairs In some areas responsibility seems very clear: • Central administration might keep track of MOU’s , host large visiting delegations, apply for huge cross- disciplinary research grants, administer study abroad programs, Fulbright programs, etc. • Faculty/academic departments have strong ownership of academic programs, curriculum and content.

21. Organization of International Affairs However, in some areas there may be organizational tension and confusion. For instance; • Who “owns” alumni for recruiting, publicity and fundraising purposes? Central administration or college and academic departments? • Who determines which visiting faculty and scholars are invited to campus? • Can departments and colleges/schools create their own binding set of MOU’s and commitments with the permission of central administration?

22. Organization of International Affairs • Ideally International Affairs offices should be organized to maximize the effectiveness of the work done at the center while giving enough freedom and support for those at the local level to thrive. • There should be a good and constant flow of information through meetings and document sharing so that all parties are aware of what each is doing. • Let’s look at three cases.

23. Harvard University • Traditionally known historically as a very decentralized institution. ETOB- Each Tub on its Own Bottom. Each college/school responsible for supporting itself. • Provost’s Office was only established in 1992. seeks “to foster collaboration across the University and manage changes in policies and practices that affect the academic life of the university as a whole.”

24. Harvard University International Affairs Structure • Associate Provost at the university level. Small staff, coordinating role, centered around large policies, and relationships affecting worldwide programs of great impact. • Area studies in international arena and responsibility for academic programs distributed throughout the university. • International Office handles administrative matters and logistics involved in international matters for students, faculty and staff visiting or traveling abroad.

25. Harvard University Slow to develop campus wide policies • The first university-wide policy regarding the establishment of Harvard sites outside the United States was approved in 1997. • The first policy regarding the governance of research and educational centers was published in 2002. • In 2004 the Provost appointed a task force to review university policies with regard to international activities, especially large projects and sites outside the United States. • The university’s first vice provost for international affairs was appointed in 2006. • In fall 2006, the University Committee on International Projects and Sites (UCIPS) was created; comparable procedures have been established in each Harvard School. From the Harvard University website

26. Vice Provost for International Affairs • The vice provost is responsible for developing and overseeing a variety of university-wide initiatives and policies relating to international research, education, and collaboration. The vice provost is the principal academic officer responsible for reviewing proposals to develop inter-Faculty initiatives on international topics. • In partnership with Deans and professors, the vice provost supports development efforts for international programs in all of the university’s Schools and serves as an advocate for such programs within the university. • The vice provost works with the Deans and professors to develop, oversee and, if warranted, terminate large-scale university activities abroad. These activities include centers, large projects, and offices outside the United States. • Harvard Centers within or outside the university that serve more than one of its Schools report to their respective Deans and to the Vice Provost. Together, these efforts promote best practices across Harvard’s international operations, which may serve the needs of one or several Schools and, in many cases, provide international study opportunities for undergraduate, graduate, and professional school students.

27. Vice Provost for International Affairs The Office of the Vice Provost of International Affairsalso oversees a website, "Harvard Worldwide" - that brings together information on Harvard's international activities in a single place. • “For the first time, Harvard students, faculty, and administrators, as well as the general public, can now find information on these activities quickly and easily. Among other things, these international activities include courses; grants for research, travel, and internships abroad; degree, certificate, and executive education programs; and faculty research.”

28. International and Area Studies Centers and Institutes (Academic Affairs) • Asia Center • Center for Hellenic Studies • Center for Jewish Studies • Center for Middle Eastern Studies • Committee on African Studies • David Rockefeller Center for Latin American Studies • Davis Center for Russian and Eurasian Studies • Fairbank Center for Chinese Studies • Harvard China Fund • Harvard-Yenching Institute • Korea Institute • Minda de Gunzburg Center for European Studies • Program on U.S.-Japan Relations • Reischauer Institute of Japanese Studies • South Asia Initiative • Ukranian Research Institute • Weatherhead Center for International Affairs

29. International Affairs Office • “The Harvard International Office (HIO) was established in 1944 to respond to the needs of a growing number of international students, resulting from the closing of universities in Europe and Asia. At the time there were 250 students from overseas who needed assistance with the settling-in process and advice in complying with U.S. Government regulations.” • “The original mission of the office remains the same, but the international population has grown to over 7,000 international students and scholars.”

30. International Affairs Office Part of the University’s Central Administration and offers services to international students and scholars at Harvard College, the graduate and professional schools, as well as the numerous research centers and affiliated teaching hospitals. It provides information on; • immigration issues (work permits, travel), • financial questions, • social and cultural differences • through the years, the office has played an increasingly important role in advocacy with government agencies and legislators on issues concerning international students and scholars.

31. University of California, Berkeley • Highest ranked public research university in the world. • Long history of welcoming international students and scholars and of conducting international research • Not highly centralized but extremely comprehensive. Academic and administrative support programs report to the V.P for Research. International Relations Office provides support for alumni and alumni clubs and provides a unified web presence.

32. International and Area Studies at U.C. Berkeley (IAS) Comprehensive academic degree program • IAS comprises nine interdisciplinary area research centers and institutes. These units support both contemporary and historical research on every region of the world, facilitating the work of more than 800 affiliated faculty and visiting scholars, hundreds of graduate students and thousands of undergraduates. The Associate Vice-Chancellor for Research oversees the operations of all IAS Centers and Institutes. • The Institute of International Studies also oversees six international studies majors, a graduate program as well as the campus study abroad office that provides education abroad opportunities for UC Berkeley students.

33. International and Area Studies at U.C. Berkeley (IAS) Center for African Studies Institute of East Asian Studies Institute of European Studies Institute of International Studies Center for Latin American Studies   Center for Middle Eastern Studies Institute of Slavic, East European and Eurasian Studies Center for South Asia Studies Center for Southeast Asia Studies Berkeley Programs for Study Abroad (BPSA)

34. The Institute of International Studies- Reports to Vice Provost for Research The Institute of International Studies promotes interdisciplinary research in international, comparative, and policy studies on the Berkeley campus of the University of California.  Established in 1955, the Institute focuses today on the following intellectual themes: • Peace and global security in the 21st century • Environment, demography, and sustainability • Globalization, development, and human rights •Technological change and the transformation of the global economy The Institute hosts several major research programs, provides support to Berkeley faculty, awards fellowships to Berkeley graduate students, and offers research training to undergraduates.  The Institute hosts distinguished visiting fellows- both domestic and from abroad - who participate in Institute programs, colloquia and collaborative research projects while in residence at Berkeley. IIS is also engaged in public outreach efforts to help involve the Berkeley community in discussions about world politics. 

35. International Office International services are offered through the International Office which reports as an administrative unit to the Vice President for Research “Berkeley International Office’s mission is to enhance the academic experiences of international students and scholars by providing the highest levels of knowledge and expertise in advising, immigration services, advocacy, and programming to the UC Berkeley campus community.  Services • Advising support for nonimmigrant students, scholars, staff, and faculty • Visa document production for nonimmigrant students and scholars • A wide variety of programs and workshops • Training and support for campus department administrators • Permanent resident petitions for international faculty

36. International Relations Office Hosts “Berkeley Around the World” unified campus website. The office also serves as a gateway for • international students and parents • alumni relations • internationally themed events and activities • Berkeley clubs around the world

37. University of Maryland • Highly decentralized with most programs and authority at the local (school/college), especially in the academic arena • Central office responsible for administrative services and programs but also for articulating central university priorities • International Affairs Office recently reorganized and renamed in light of ambitious University Strategic Plan

38. University of Maryland • With nearly 300 established partnerships with universities and governments worldwide, the University of Maryland (UM) places a high value on international cooperation. One of the university's goals is to facilitate an international experience for all UM students, whether via a study abroad program, an internship opportunity with international companies, or one of several campus-based programs providing inter-cultural learning experiences. More than ten percent of UM students come from outside the U.S., placing Maryland, for more than 15 years, among the top 20 U.S. universities serving international students. • The Institute for International Programs (IIP), led by Associate Provost for International Affairs coordinates the university's international partnerships, provides faculty travel grants, oversees services for international students and scholars, and sponsors international programs and events on campus.

39. The University of Maryland Strategic PlanMaryland in the World- Engaging the Global Community Developed by Provost Nariman Farvardin and approved by the University Senate in 2008 Strategic Initiative #2 Vision The University of Maryland will be the public institution of choice for students, faculty, and staff committed to engagement in the global community. Teaching, scholarship, and outreach activities at the University will reflect the reality of global interdependence. Students and researchers will be prepared to live, work, and thrive in the current and future world environment, and the University will be recognized as a world-class, world-conscious international leader.

40. The University of Maryland Strategic PlanMaryland in the World- Engaging the Global Community Developed by Provost Nariman Farvardin and approved by the University Senate in 2008 The University will produce informed global citizens and skilled professionals prepared to engage in a global community in which the important issues of our time are international ones. Our students and our researchers will not only understand international issues but will be comfortable addressing them. An academically rich and personally rewarding experience abroad will become a normal part of a student’s university experience, involving combinations of academic courses, research activities, and experiential and service-learning projects.

41. Key Strategies Outlined in the Plan Students receiving academic credit for foreign study courses will increase from 1,300 in 2007 to at least 2,500 in 2012 and 4,000 in 2017. Currently untracked, student non-credit experiences Abroad will annually total at least 1,000 by 2017. The University will develop new and expanded exchange programs with top-quality universities abroad for both faculty and students. These programs will be deliberate and well focused, will have specific mechanisms and resources for implementation, and will include research exchanges and opportunities for students to work in local and regional projects across many disciplines.

42. Key Undergraduate Education Strategies The University will vigorously recruit and enroll students from different ethnic groups, national origins, and backgrounds, and with different life experiences, interests, and financial resources. Specifically: The percentage of students from underrepresented groups (African American, Asian American, Hispanic American, Native American, and multiracial), currently 33%, will rise to at least 35% of the total enrollment in five years and 38% in ten years. The percentage of international students, currently 2.2%, will rise to at least 5% of total enrollment in five years and 8% in ten years.

43. Key Academic Strategies By 2013 at least 25% of academic programs will have definable elements of global focus, and by 2018 at least 50%. All academic programs will be encouraged to incorporate an international focus as appropriate to the discipline and program level. Curricula should be adjusted so as to encourage and easily accommodate study or experiential learning abroad. As appropriate, foreign language study should be supported as a useful adjunct to other program goals. The University will develop a Global Studies minor with tracks that take a global perspective across many disciplines. As appropriate, these may expand into major and/or master’s level programs.

44. University of Maryland • At the University of Maryland we struggle in terms of organization because the President, Provost, and leaders in International Affairs have one set of well developed and articulated priorities and our colleges, deans and faculty have sometimes overlapping but sometimes different goals, priorities, and relationships. • There can be many international goals/priorities/acitvities in the center that those at the local level know nothing about and have no commitment to- and hundreds of relationships and commitments between faculty and departments around the world that central administration may have strong, casual or no knowledge about. • We’ve recently developed a “hybrid” model through reorganization that will create an office where central leadership, services, and academic coordination are married.

45. University of Maryland Reorganization of the Office Of (Now Institute For) International Programs: • An overriding strategy for enhancing international program activity was the reorganization of the existing Office of International Programs. Based on the 2009 report of a high level review committee, a reorganization plan was developed by the Provost. This plan has now been largely carried out. Completion of the reorganization awaits the appointment of a new Associate Provost for International Programs

46. THE INSTITUTE FOR INTERNATIONAL PROGRAMS (IIP) • IIP will be the first point of contact at the University of Maryland for international institutions of higher learning, government offices and other organizations, and a general resource for international activities at Maryland. • IIP will work with the University’s senior leadership in designing and implementing the international goals as set out in the Strategic Plan. • It will coordinate international partnerships and exchanges; facilitate faculty working groups; provide faculty travel grants; oversees services for international students and scholars; manages the list of UM’s international agreements; and sponsor international programs and events on campus.

47. THE INSTITUTE FOR INTERNATIONAL PROGRAMS (IIP) IIP includes and supervises the following units: • Confucius Institute at Maryland: First in the world, CIM promotes the study of Chinese language, cultures and philosophies, and advances the understanding of China today. It provides non-credit language courses and conducts a variety of events that are open to the community at large • Education Abroad: EA provides international, academically-based experiences to support our students’ personal, intellectual, and professional development. EA programs aim to promote intercultural competence, disciplinary scholarship and foreign language acquisition while fostering global citizenship.

48. THE INSTITUTE FOR INTERNATIONAL PROGRAMS (IIP) • Maryland-China Initiative: MCI is a self-support unit that provides non-degree training for Chinese professionals in Public Management, Educational Administration, Infrastructure Development, Energy and Environmental Management, Consumer Product Safety, and Public Fitness. MCI’s model is to be expanded to other countries and regions, at which point MCI will become part of the “Center for International Executive Training,” a new IIP unit. • Office of International Services: OIS is the primary service unit for non-immigrants who teach, conduct research or study at UM. UM is now home to approximately 3,600 international students and 1,100 visiting international faculty. OIS analyzes and provides the required documentation for incoming students and personnel, for both degree- and entrepreneurial programs. It also advises international students, works with incoming exchange students, and actively participates in international activities on campus.

49. THE INSTITUTE FOR INTERNATIONAL PROGRAMS (IIP) • IIP’s central office will serve as UM’s recognizable entity for contacts from overseas and for US government offices charged with visitor services. It will also bring together Maryland area studies faculty with local and overseas experts for conferences designed to explore new research and collaborative opportunities. IIP will also work with deans in the design, preparation and implementation of joint programs with leading international universities and foreign governments, including ongoing work with China, Taiwan, Thailand, Egypt, Israel, and Argentina • IIP will work with deans/associate deans on international matters that affect the University, notably on recruiting international students, promoting overseas experiences for our students, and developing a greater pool of applicants for Fulbright and other grants.

50. Organization of International Affairs Offices There is no “best” organizational model in the United States to support international affairs and relations. There are alternatives; choice depends on: • level of campus/system centralization or decentralization • institutional mission and campus culture • scope of responsibility in the region, country and world • level of organizational ambition