IIE Network - Spring 2014 - (Page 21)

FEATURE: THE IMPACT OF GLOBALIZATION ON INTERNATIONAL EDUCATION Introduction to the Globalization of International Education By Jeffrey M. Peck and Stephen E. Hanson, guest editors of this issue of IIENetworker THE ECONOMIC, POLITICAL, social, cultural and, above all, technological forces of globalization have transformed international education from an endeavor focused primarily on sending students abroad to a rich network of multiple institutional activities that can define an academic institution's entire identity. Indeed, the ubiquitous use and, we would add, frequent abuse of the terms "internationalization" and "globalization" themselves reflect a shift-not only semantically, but also epistemologically-in the rapidly changing understandings of what we do as global educators. Unfortunately, the terms "internationalization" and "globalization" are often used interchangeably, ignoring specific features of the latter-from new modalities of time and space to the centrality of networks and systems in a hugely interconnected world. Indeed, far from being synonyms, educational globalization in this more precise sense can actually pose serious obstacles to successful educational internationalization, as the essays in this issue of IIENetworker make clear. One might first ask: why such concern about two terms and their meanings, which seem apparently to serve the field well enough in practice? In fact, we would suggest that without further refinement, these terms are no longer sufficient to capture the increasingly complex and disparate intellectual and academic global terrain. Instead, we need categories that better capture the activities we practice and the social forces we face. As it becomes universally recognized that nations and areas or regions of the world cannot be discretely captured by neat boundaries-when spillover rather than containment of global institutions, identities, and social movements becomes the norm-the work that we do and the words we use to talk about our work professionally will have to represent these new realities. Specifically, we propose that we use the term "internationalization" of education to refer to institutional efforts within a given country to promote and integrate the planetary dimensions of research, teaching, learning, and community engagement-in other words, to bring international perspectives and connections to bear on national educational priorities and processes. The term "globalization" of education, in contrast, should be used to describe the ways in which global technologies, social forces, and movements are transforming the context of educational activities on a world scale-and the reciprocal impact of educational institutions on the changing global order.1 In short: educational internationalization is a strategy for reorienting national academic institutions to embrace global forces and points of view; educational globalization is the process through which academic institutions are increasingly enmeshed in our interconnected global society. Such a distinction makes it clear that successful efforts at educational internationalization require systematic critical reflection on the main drivers and trends of educational globalization, including not only emerging technologies but also geopolitics, demographic forces, the dynamics of global trade and investment, and the cross-border diffusion of cultural identities. This approach should be of interest not only to academicians, but also to practitioners. Indeed, it highlights disjunction and several underemphasized problems in our field, some of which this particular collection of essays addresses. Most prominently, the wide literature on globalization, primarily written by academics and journalists, seems to have had little effect on the design, implementation, and practice of international education run by senior international officers (SIOs) and their staffs. Likewise, the globalization literature has often neglected the role of the university as an engine in globalizing (and financially enriching) cities such as New York, Sao Paulo, and Shanghai or regions such as southern Virginia or the Indian Ocean basin. In short, theories of globalization have been decidedly absent in discussions of international education-and vice versa. This issue of the IIENetworker Theories of globalization have been decidedly absent in discussions of international education. wants to fill these gaps, and moreover, to draw substantive analytical and critical links between, on the one hand, the wide interdisciplinary spectrum of theoretical thinking about globalization and, on the other hand, "on the ground" practices of global education. We believe that linking theory and practice in international education will be mutually beneficial to theorists and practitioners alike. For this to occur, however, much more attention needs to be paid to encouraging communication and cross-fertilization between scholars working on globalization processes and academic administrators trying to internationalize their campuses. The impediments between theoretical and practical exchange have intellectually hindered development on both sides, and professionally have created an unnecessary gulf. Some observers might characterize this lacuna as one between those who have come to their executive administrative positions with PhDs from the conventional scholarly disciplines, which are traditionally more theoretical and conceptual, and those who essentially run international offices, primarily recipients of Masters' degrees in international education, which are traditionally more practical and operationally oriented. Both editors, who come from the former group, have benefitted from the close collaboration and contact with the latter; both of us wish that more of our academic colleagues better understood the practical demands and realities of day-to-day administration. At the same time, we have noticed how the language and practice of academic administration-even in the international field-often has little or no connection to even the very best academic theorizing 21

Table of Contents for the Digital Edition of IIE Network - Spring 2014

A Message from Allan E. Goodman
News
2014 IIE Andrew Heiskell Awards for Innovation in International Education
An Interview with Torbjørn Røe Isaksen, Minister of Education and Research, Government of Norway
Introduction to the Globalization of International Education
Internationalization as Acquisitions, Mergers, and Synergy: A Value-Based Framework of Internationalization
Globalized Internationalization: Implications for Policy and Practice
Advocating the Value of Experiential Learning in the Age of Globalization
The Translocal Urban Nexus in International Education: Trinity College in China and Southeast Asia
Mission Apt: Evolving Strategies for Global Student Recruitment
Global Research Networks: Experiments in Internationalization
Two Models of Global Learning
Advertisers Index
Final Thought: Fostering Global Research Capacity Through Multilateral Partnerships: The Global Innovation Initiative

IIE Network - Spring 2014

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