International Educator - November/December 2013 - 55

our way of doing business? What is their
view of a given internationalization activity and how does it relate to their particular
needs and situation?" As is the case with
student learning, the ability to understand
multiple frames and to see ourselves as others see us is no simple matter. An important
leadership role of international staff, especially senior international officers, is to help
educate faculty and staff who are less experienced in internationalization about this
fundamental dimension of working across
borders. If U.S. higher education aspires to
create graduates who are global citizens, it
must embody those principles and model
those behaviors on the world stage.
IE
MADELEINE GREEN is a senior fellow
at NAFSA and at the International
Association of Universities (IAU).

2

Lane, Jason and Kevin Kinser. "Oversight of
Internationalization-Who's Responsible?"
Chronicle of Higher Education, February 14, 2012.

3

The statement uses Knight's typology to define
"higher education across borders" (often called
cross-border higher education), as including
moving people (students and faculty), providers
(higher education institutions with a physical and/
or virtual presence in a host country), programs
(courses or programs of instruction), or projects
(joint curricula or development projects).

4

Sutton, Susan. "Service Learning as Local
Learning: The Importance of Context." Edited
by Robert Bringle, Julie Hatcher, and Steven
Jones. International Service Learning: Conceptual
Frameworks and Research 1 (2011): 125-144.
IUPUI Series on Service Learning Research.
Virginia: Stylus Publishing.

5

Tonkin, Humphrey. "A Research Agenda for
International Service Learning." Edited by
Robert Bringle, Julie Hatcher, and Steven Jones.
International Service Learning: Conceptual
Frameworks and Research 1 (2011): 191-224.
IUPUI Series on Service Learning Research.
Virginia: Stylus Publishing.

6

Egron-Polak, Eva and Ross Hudson.
Internationalization of Higher Education: Global
Trends: Regional Perspectives, IAU's 3rd Global
Survey Report. Paris: International Association of
Universities, 2010.

7

De Wit, Hans. "Reconsidering the Concept
of Internationalization." International Higher
Education, Number 70, winter 2013, 6-7.

Endnotes
1

The statement, "Affirming Academic Values in
Internationalization of Higher Education: A Call
to Action" is online at http://www.iau-aiu.net/
sites/all/files/Affirming_Academic_Values_in_
Internationalization_of_Higher_Education.pdf.

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International service learning is a similar case, its roots largely being U.S. study
abroad programs. The risks of service
abroad are well-known, including paternalism, ethnocentrism, and failure to achieve
significant learning about the local context.4
As Humphrey Tonkin put it, "its stress on
student learning rather than on service to
the community" is an unsettling notion.5
"It is but one step from [the belief that the
study abroad enterprise exists to the liberal
education of the student passing through
it] to the damaging notion that the larger
world exists as a kind of classroom where
the American student can learn values or
skills that can be transferred to the United
States and that student's adult life." In a similar vein, development cooperation is always
fraught with the danger of exporting practices and concepts that simply do not fit the
local circumstance.
Going beyond the culturally embedded
framing of internationalization programs
and strategies, we can see our mindset at
work in the prevailing opinion (at least
among educators) that internationalization is always beneficial to students and
institutions. This belief is not shared unequivocally by colleagues in other countries,
as the results of the IAU Third Global Survey Report showed.6 While 11 percent of
North American respondents said that they
saw no risks to internationalization, only 6
percent of respondents agreed at the global
level. Similarly, 18 percent did not reply to
the question, compared to 12 percent of all
respondents. The risk of brain drain was the
top-ranked risk by respondents from Africa
(16 percent), Europe (10 percent) and Latin
America and the Caribbean (17 percent),
but only 6 percent of North American respondents ranked it first (p. 75). Hans de Wit
has suggested that although Africa is highly
internationalized due the large number of
academics educated outside Africa and its
imported knowledge and concepts (and, one
might add, its colonial legacy), it might need
to "go through a process of de-internationalization and liberate itself from these external
influences" in order to take its rightful place
as an equal player in internationalization.7
Thus, the important questions to ask ourselves include: "How do others see us and

55


http://www.iau-aiu.net/sites/all/files/Affirming_Academic_Values_in_Internationalization_of_Higher_Education.pdf http://www.iau-aiu.net/sites/all/files/Affirming_Academic_Values_in_Internationalization_of_Higher_Education.pdf http://www.cyathens.org http://www.cyathens.org

Table of Contents for the Digital Edition of International Educator - November/December 2013

International Educator - November/december 2013
Contents
From the Editors
In Brief
Core Values
Reawakening Higher Education in Iraq
University of South Florida: What's in a Name? The World
Foreign Student Affairs
View From Out Here
Forum
In Focus
Supplement
When a Student Dies Abroad
International Educator - November/December 2013 - International Educator - November/december 2013
International Educator - November/December 2013 - Cover2
International Educator - November/December 2013 - Contents
International Educator - November/December 2013 - From the Editors
International Educator - November/December 2013 - 3
International Educator - November/December 2013 - In Brief
International Educator - November/December 2013 - 5
International Educator - November/December 2013 - 6
International Educator - November/December 2013 - 7
International Educator - November/December 2013 - 8
International Educator - November/December 2013 - 9
International Educator - November/December 2013 - 10
International Educator - November/December 2013 - 11
International Educator - November/December 2013 - 12
International Educator - November/December 2013 - 13
International Educator - November/December 2013 - Core Values
International Educator - November/December 2013 - 15
International Educator - November/December 2013 - 16
International Educator - November/December 2013 - 17
International Educator - November/December 2013 - 18
International Educator - November/December 2013 - 19
International Educator - November/December 2013 - 20
International Educator - November/December 2013 - 21
International Educator - November/December 2013 - 22
International Educator - November/December 2013 - 23
International Educator - November/December 2013 - Reawakening Higher Education in Iraq
International Educator - November/December 2013 - 25
International Educator - November/December 2013 - 26
International Educator - November/December 2013 - 27
International Educator - November/December 2013 - 28
International Educator - November/December 2013 - 29
International Educator - November/December 2013 - 30
International Educator - November/December 2013 - 31
International Educator - November/December 2013 - 32
International Educator - November/December 2013 - 33
International Educator - November/December 2013 - 34
International Educator - November/December 2013 - 35
International Educator - November/December 2013 - University of South Florida: What's in a Name? The World
International Educator - November/December 2013 - 37
International Educator - November/December 2013 - 38
International Educator - November/December 2013 - 39
International Educator - November/December 2013 - 40
International Educator - November/December 2013 - 41
International Educator - November/December 2013 - 42
International Educator - November/December 2013 - 43
International Educator - November/December 2013 - Foreign Student Affairs
International Educator - November/December 2013 - 45
International Educator - November/December 2013 - 46
International Educator - November/December 2013 - 47
International Educator - November/December 2013 - View From Out Here
International Educator - November/December 2013 - 49
International Educator - November/December 2013 - 50
International Educator - November/December 2013 - 51
International Educator - November/December 2013 - Forum
International Educator - November/December 2013 - 53
International Educator - November/December 2013 - 54
International Educator - November/December 2013 - 55
International Educator - November/December 2013 - In Focus
International Educator - November/December 2013 - Cover3
International Educator - November/December 2013 - Cover4
International Educator - November/December 2013 - Supplement
International Educator - November/December 2013 - SCover2
International Educator - November/December 2013 - S1
International Educator - November/December 2013 - When a Student Dies Abroad
International Educator - November/December 2013 - S3
International Educator - November/December 2013 - S4
International Educator - November/December 2013 - S5
International Educator - November/December 2013 - S6
International Educator - November/December 2013 - S7
International Educator - November/December 2013 - S8
International Educator - November/December 2013 - S9
International Educator - November/December 2013 - S10
International Educator - November/December 2013 - S11
International Educator - November/December 2013 - S12
International Educator - November/December 2013 - S13
International Educator - November/December 2013 - S14
International Educator - November/December 2013 - S15
International Educator - November/December 2013 - S16
International Educator - November/December 2013 - S17
International Educator - November/December 2013 - S18
International Educator - November/December 2013 - S19
International Educator - November/December 2013 - S20
International Educator - November/December 2013 - SCover3
International Educator - November/December 2013 - SCover4
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