International Educator - November/December 2013 - 54

naturally focus first on the benefits of internationalization to their own students and
faculty. If higher education institutions are
to be global citizens, they also must consider
how their actions affect the partner institution and its surroundings. Do the programs
that provide faculty in other countries with
opportunities to earn an advanced degree at
your institution contribute to brain drain?
Could they be conceived in other ways?
Does your campus or program abroad
provide instruction in low-cost programs,
leaving the universities in the host country
to support the higher cost programs without
the benefit of cross-subsidy? Does your offshore or partnership program contribute to
strengthening higher education capacity in
that country? What is its effect on the local
community?
As Jason Lane and Kevin Kinser point
out in "Over- sight of Internationalization-
Who's Responsible?" external oversight of
cross-border education has not prevented
some failures of quality; whether it should
be strengthened raises the question of the
institution's obligation to be the most important player in ensuring the quality of its
own programs.2 Additionally, institutions
must be: accountable to the many different
stakeholders in an international engagement

Without some dislocating experience or point
of view, it is natural to be unaware of how very
"American" our frame of reference is.
or cross-border education; be transparent
about goals, policies, and resources; and adhere to policies and practices that promote
equality of opportunity for students and
staff. Pressure from partner governments,
institutions, or organizations (especially if
they are funders), the drive to build enrollments or increase revenue, and culture and
practices in the partner country may make
living by these principles more difficult than
when operating in the home context.
These and many other issues were addressed in 2004, well before the 2012 call
to action. The International Association
of Universities, the Council on Higher
Education Accreditation (CHEA), The Association of Universities and Colleges of
Canada (AUCC) and the American Council
on Education (ACE) developed a statement
of principles for cross-border education, endorsed by some 30 organizations worldwide.
Building on this statement, the four associations in 2007 also created a "Checklist for
Good Practice" for higher education across
borders.3 The checklist includes a series of

Index

ADVERTISER'S
INTER N AT I ON A L ED U C ATOR | N O V + D E C . 2 0 1 3
AIG  .  .  .  .  .  .  .  .  .  .  .  .  . inside back cover

INTERNATIONAL EDUCATOR N O V + D E C .1 3

Association of
International Education
Administrators (AIEA)  .  .  .  .  .  .  .  .  . 46

54

Arizona State University
(American English &
Culture Program)  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
Ascension Benefits and
Insurance Solutions .  .  .  .  .  .  .  .  .  .  .  .  . 31
Association of
International Credential
Evaluators (AICE)  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .11
Cambridge English
Language Assessment .  .  .  .  .  .  .  .  .  .  . 3
College Year in Athens .  .  .  .  .  .  .  .  .  .55
Cuba Education Tours  .  .  .  .  .  .  .  .  .  .43

ELS Educational
Services  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . back cover
ETS-TOEFL .  .  .  .  .  . inside front cover
ETS-GRE  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5
Gateway WorldMed  .  .  .  .  .  .  .  .  .  .  .  .33
HTH Worldwide  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7
IELTS International  .  .  .  .  .  .  .  .  .  .  .  .  .  .9
International University
in Geneva  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .35
NACES  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51
NAFSA Publications  .  .  .  .  .  .  .  .  .  .  . 46
Northern Virginia
Community College  .  .  .  .  .  .  .  .  .  .  .  .23
World Learning  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .47

concrete questions that provide a framework
for translating principles into action, focusing
on whether and how cross-border activities:
(1) contribute to the broader public good; (2)
build capacity in the host country; (3) provide
relevant curriculum and valid credentials in
the host country; (4) provide access for students with financial need; (5) ensure high
standards and ongoing quality review; (6)
provide accountability in the home and host
countries; and (7) provide transparent information to public, students, and governments.
To what extent does international
engagement create new awareness and
critical examination of our assumptions,
frameworks, and mindsets?
We are all, to some extent, prisoner of our
established mindsets. Just as we agree that
cultivating intercultural competence is an important goal in educating students for global
citizenship, it should be an equally important
capacity for practitioners of international engagement. Like-minded students, faculty, and
staff can have difficulty understanding and
applying multiple perspectives. Nor are they
immune from the danger of assuming that the
Western paradigm is better or universally applicable. Without some dislocating experience
or point of view, it is natural to be unaware
of how very "American" our frame of reference is. Consider the example of education
abroad: Our model of study abroad is quite
different from that of other countries, if not
unique. Most countries use exchanges, rather
than third-party providers, or our taken-forgranted faculty-led programs, or programs
that essentially replicate the home campus
at the study abroad site. We should not be
surprised that these very American constructs-rooted in our history, our academic
and financial structures-are looked upon
with some skepticism by educators abroad.
Our expectations for incoming students are
radically different: we expect international
students to enroll directly in our institutions
(preferably for a full degree) but don't think of
this as a model for U.S. students.



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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