IIE Network - Spring 2012 - (Page 41)

GRANTS AND FUNDING OPPORTUNITIES A Shrinking World with Expanding Visions: Faculty as Key Players in Internationalization By Andrew Riess WHILE THE WORDS “internationalization” and “globalization” appear frequently in the mission statements of most U.S. colleges and universities, it is worth asking how such verbiage is translated into action. Internationalization is not the result of a single event or action. It requires propulsion, sustenance, and long-term cultivation. The internationalization of any campus is not a peak that, once climbed, is forever conquered. As an ongoing, ever-growing process, internationalization depends on the creation of a supportive culture. That growth requires the efforts of many individual contributors. According to the websites, brochures, presentations, and promotional materials produced by U.S. higher education institutions, internationalization is largely about students. Expanding points of view, interacting with others from outside the immediate community, and seeing a different part of the world are highly commendable goals often associated with student programs. As one surveys U.S. college and university websites and talks with colleagues from regionally focused and nationwide programs, there is little doubt that students can find many opportunities. The problem for them is determining which opportunity is best. The most compelling considerations for students typically concern the length of an overseas stay, the specifics of study and/or work options, the not-for-credit or for-credit consequences and, naturally, who pays. The various Student Fulbright Programs have created an impressive alliance of staff specialists, well-trained campus representatives, student ambassadors, and former grantees to advise and direct potential applicants. Increasingly, U.S. colleges and universities are staffing offices whose portfolios highlight finding opportunities for their students and growing the institution’s name recognition and international reputation. Student advisors have created a number of organizations such as NAFSA, NAFA, LINC, CLASP, etc., where they share information and best practices for many types of grant opportunities. The numbers of applications generated each year for the IIE-administered programs provide unambiguous evidence that there is a significant audience interested in student grants. But neither goodwill nor good intentions alone can produce a campus-based or national culture that will lead U.S. students to fulfill the mandate to globalize. As the Institute of International Education’s standard-setting publication, Open Doors, makes clear, even though the number of U.S. student going abroad is growing, they still constitute a minority. Students have busy lives with often competing foci of attention. It falls on faculty and administration to create an environment conducive to an international view and to provide continuity. They act as the energizers, the sustainers, the cheerleaders, and the exemplars of the value of international experience. As our colleagues at the Fulbright Student Program have said FULBRIGHT SCHOLAR PROGRAMS repeatedly, between 40-70 percent of students note that they have applied to go abroad because they were encouraged by faculty to do so. The Professoriate as the Engine for Campus Globalization First, the professoriate demonstrate and speak to the value of internationalization. Many faculty members have conducted dissertation research abroad, perhaps as Fulbright Student or Fulbright-Hayes recipients, or have been involved in later, career-level teaching or research abroad. There is no field that cannot benefit from such opportunities, as the impressive spread of disciplines supported by the Fulbright programs underscores each year. Many scholars rely on publicly funded programs, and a growing number of U.S. colleges and universities dedicate resources to sending their faculty abroad. Fulbright Scholar Programs support scholars, both U.S. and non-U.S., in about 150 countries. The Fulbright Scholar Programs are sponsored by the United States Department of State’s Bureau of Educational and Cultural Affairs, and administered by the Institute of International Education. Below are several examples of Fulbright programs available to scholars. For information on the Fulbright scholar programs, please visit www.iie.org/cies. Fulbright U.S. Scholar Core Program: Offers approximately 800 grants for academics and professionals to teach and conduct research in more than 125 countries. Fulbright Visiting Scholar Core Program: Offers scholarships to over 800 foreign scholars to conduct research and teach at U.S. institutions. Fulbright International Education Administrator Seminars: Special short grants for U.S. administrators in Germany, Japan, Korea, India, and France. Fulbright Scholar-in-Residence Program: U.S. institutions request to host foreign scholars for lecturing. Fulbright Occasional Lecturer Program: U.S. institutions host foreign Fulbrighters already in the U.S. as short-term, guest lecturers. Fulbright U.S. Specialist Program: Offers short-term academic consultative grants in 25 disciplines. Hubert H. Humphrey Fellowship Program: Approximately 200 early- to mid-career foreign professionals with a commitment to leadership and public service. For more information, please visit www.humphreyfellowship.org. 41 http://www.iie.org/cies http://www.humphreyfellowship.org http://www.naylornetwork.com/iie-nxt/

Table of Contents for the Digital Edition of IIE Network - Spring 2012

A Message from Allan E. Goodman
News
2012 IIE Andrew Heiskell Awards for Innovation in International Education
IIENetworker University Presidents Interview Series: Renu Khator, University of Houston
Overcoming “Publish or Perish”: Fostering Faculty Engagement in Internationalization through Tenure Codes and Other Employment Policies
Engaging Science Faculty in Internationalization: Teaching Innovations at UW-Madison
Early-College Study Abroad: A Gateway for Faculty Engagement in Internationalization
Promoting Engagement in Curriculum Internationalization
The International Network of Universities (INU): The Consortium for Global Citizenship
Ten Elements of Faculty Involvement in Global Engagement
Building an Interculturally Competent Faculty
A Shrinking World with Expanding Visions: Faculty as Key Players in Internationalization
China’s Policies on Overseas Faculty Recruitment
Overcoming the “American Bubble”: The Norwegian Partnership Programme (PPNA) for Collaboration in Higher Education with North America
Advertisers Index
IIE Program Profi le: Fulbright Visiting Scholar Occasional Lecturer Fund

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