Apparel and Textile Education in the US—Is it International Enough?

1. Apparel and Textile Education in the US—Is it International Enough? Dr. Marsha A. Dickson University of Delaware

2. Overview • Background • Curriculum analysis • Survey of apparel and textile faculty • Survey of apparel executives • Social responsibility and sustainability education • UD Fashion & Apparel Studies UG curricula before BIE

3. Background • “International” becomes a topic of discussion in the Field of Apparel and Textiles • 1991 ITAA President’s Address (opportunities and challenges) “International experience is a critical need for faculty. . . Faculty need to be able to function in a global economy . . . The international dimension is critical for both faculty and students.” • Global trade and production emerges a new important subject for study • Week long workshop at ISU

4. Background • 1995 the textbook Textiles and Apparel in the Global Economy (Kitty Dickerson) is published • Quest to hire an “international person” • “Tenure track, assistant/associate professor position in textiles and apparel with research and teaching specialization in international textiles and apparel marketing/merchandising or a related area.” (Ohio State University) • “Enhance international aspects of the apparel program.” (Kansas State University) • Result?

5. Research on Internationalization • 2002: Analysis of curricula of textile and apparel programs in the U.S. (Jin) • Over half did not offer ANY international course • Conclusion—strong evidence of the lack of international education occurring in the field

6. Research on Internationalization • 2004 Survey of faculty in apparel and textile programs (Dickson & Hustvedt) • Teaching courses with international content (M=2.61, SD=1.32)* • 60.6% = “not at all” or “infrequent” • Organizing/supervising study abroad (M=2.03, SD=1.62) • 75% = “not at all” or “infrequent” * 1 = not at all, 5 = to a great extent

7. Research on Internationalization • Conducting research in international settings (M=1.91, SD=1.47)* • 81.8% = “not at all” or “infrequent” • Attending conference sessions devoted specifically to international topics (M =2.26, SD=1.21) • 73.6% = “not at all” or “infrequent” * 1 = not at all, 5 = to a great extent

8. Research on Internationalization • 2005 survey of apparel executives (Yu & Jin) • Extent that college education is needed (1=not needed, 7=essential) • Understanding international markets (~M=5.85) • Global product development processes (~M=5.6) • Global supply chain management (~M=5.4) • Understanding other cultures (~M=5.2) • Global sourcing (~M=5.2)

9. Research on Internationalization • Other/conclusions • International education should focus on specific regions and be responsive to regional shifts in business • International education should be a collective effort of the entire faculty, not just that of an individual instructor of one course

10. Social Responsibility and Sustainability Education in Apparel and Textiles • Survey of apparel and textiles faculty in 2002 • Like international topics, left to individual instructors, not systematic and collective effort of faculty • Here are the problems—but not how to solve them

11. Survey Results

12. UD Curricula Before BIE • ONE internationally-focused course • FASH 455 TEXTILES AND APPAREL IN THE GLOBAL ECONOMY 3 Overview of the global textile and apparel industries. Examines the United States textile complex and the United States market within an international context. PREREQ: FASH218, ECON151 or ECON152. • Active travel study program for over two decades (Paris) • Many faculty with international interests • Depth in social responsibiltiy/sustainability limited to graduate certificate

13. Is Apparel and Textile Education in the US International Enough? NO!