IIE Network - Fall 2013 - (Page 37)

THE FUTURE OF INTERNATIONALIZATION Beyond Ourselves: Embracing Our Global Responsibilities By Darla K. Deardorff TOO OFTEN IN international education literature and debates, the discussions occur only among those in the field and rarely with those outside of international higher education. This has led to a discourse disconnected from the broader global context. As we look to the future, it is critical that international educators connect their discussions to those beyond international higher education. Looking broadly at the trends that will impact the world in the next 20 to 25 years, the Center for Strategic and International Studies has identified seven of the biggest: (1) population; (2) resource management and climate change; (3) technological innovation and diff usion; (4) the development and dissemination of information and knowledge; (5) economics; (6) the nature and mode of security; and (7) the challenge of governance. These trends should provide the broader global context for the discourse on the future of international higher education. It is imperative that universities look beyond themselves in moving forward into the future. Now and in the future, international educators need to broaden discussions to include those in other sectors such as in government, business, civil society organizations and non-governmental organizations. The emerging global responsibilities of higher education is an increasing theme of discourse in the field, given that internationalization is about much more than human mobility and exchange. What can higher education institutions uniquely contribute to broader global engagement? What would be a vision around global responsibility? Such a vision could become the lens through which institutions engage in future international efforts. Given that the literature has long been dominated by voices from only a few world regions, there is now a call to “internationalize internationalization” (Sutton & Deardorff, 2012) and to move beyond “institutionalcentric” thinking, toward one in which institutions see their roles and identity within the emerging system of global higher education, and become global citizens themselves. Within this emerging global system of higher education, it becomes important to listen carefully to emerging scholars and voices from all regions of the world as we learn from each other and turn our collective wisdom toward the pressing issues of this century. The new Sage Handbook of International Higher Education (Deardorff, de Wit, Heyl, and Adams, 2013) has captured different perspectives from around the world on the issue, including these three main themes: 1. Internationalization is a journey: Regions and institutions within regions are at different points along the internationalization journey. While European experts are characterizing internationalization as being in a ‘mid-life crisis’ and needing to get “back on track” (Brandenburg and De Wit, 2012), other countries are just beginning on internationalization. 2. Recognize the holistic impact of internationalization, based on ethics: While initial assumptions about internationalization considered it “positive,” the global discourse now calls for a more objective and even critical examination of internationalization, in particular the perceived colonialist tendencies of Western efforts such as building branch campuses. This leads to conversations on how to identify and address unethical behavior (Helms, 2012; Reisberg & Altbach, 2011). For example, what role do ethics and quality assurance play within the increased commercialization of international education, particularly given the diversity of actors, beyond higher education institutions? And moreover, is it possible to develop commonly shared ethical values in international education? (Paulsdottir & van Liempd, 2012). Moving forward into the future, international higher education must address these multiple issues and questions around ethics, as a basis for understanding holistic impact. 3. Understanding the why of internationalization: Given that internationalization is not an end in itself (though even that is under debate), what are the purposes of internationalization? Some of the responses to this question include economic development, improvement of educational quality, institutional competitiveness, institutional capacity building and development, cultivation of global talent, international understanding, and the preparation of global citizens through a focus on student learning and increased intercultural competence (Brandenburg & De Wit, 2012; Egron-Polak, 2012; Green, 2012; Ota, 2012). As we move into the future, it becomes imperative that we step back and ask ourselves “why?” The Sage Handbook of International Higher Education outlines several emerging realities that will impact the ways in which traditional notions of international education are conceived and implemented, four of which are: 1. The impact of technology and an increasingly networked world where information is available 24/7, which impacts not only curriculum and teaching/learning but also traditional educational exchange. 2. The increase and diversity of providers of education. In the future, students will gain their education not only in postsecondary institutions but also through a wide variety of providers, including nonprofits, government agencies, corporations, and online venues. This impacts the resource mix and research priorities of higher education institutions, forcing them to focus on the “valueadded” of what only institutions can uniquely provide. 3. A dramatic increase in mobility through expanded global migrations, as well as through student and faculty flows within higher education institutions. This leads to the need for a more integrated and comprehensive approach to not only to mobility, but to higher education itself. 4. The already-changing global landscape of higher education means that other regions of the world are gaining prominence, resulting in the slow but steady growth in research and scholarship on Continued on page 39 37

Table of Contents for the Digital Edition of IIE Network - Fall 2013

A Message from Allan E. Goodman
Megatrends: Predicting the Future of International Education
Considering Study Abroad’s Past to Prepare for its Future
The Promise of International Education: Building a More Just and Elevated Civil Society
Global Research and Commercialization: An Under-the-Radar Next Big Thing
Clustering Innovation and Industry: New Opportunities for Europe
Connecting the Dots: Integrating Engagement with International Stakeholders
The Rise of Real-time, Online International Recruitment
Hold on to Your Hats, MOOCs... Here Come the TOQUES!
The Global Youth Engagement Platform: A Peace Corps for the 21st Century
Growing Globally Competent Students to Achieve True Internationalization
Beyond Ourselves: Embracing Our Global Responsibilities
India: Expansion, Equity, Excellence
The Growing World of Collaborative Internationalization: Taking Partnerships to the Next Level
From Multi-national Universities to Education Hubs to Edu-glomerates?
Advertisers Index
Beyond the Numbers: The Who, How and What of Global Student Mobility

IIE Network - Fall 2013