IIE Networker - Fall 2012 - (Page 38)

INTERNATIONAL PERSPECTIVES ON IEM Every Student an International Student: IEM as Part of a Holistic Approach to Campus Internationalization By James Kennedy WE COULD EASILY travel around the world from symposium to seminar to summit defining internationalization, discussing student mobility, and deliberating the advantages of a cosmopolitan student body. As internationally mobile students have proliferated, an entire industry has developed of advisors, consultants, and professors whose business is internationalization. But why are we doing this? The Four Arguments for Internationalization From our perspective, there are four main arguments for internationalization. First, there is the moral argument, which posits that developing an international outlook in our institutions and among our faculty and students is a good thing. It contributes to international understanding and helps educate students to be global citizens. The second argument for internationalization is that it is beneficial for students. Beneficial in the sense that through international mobility and engaging with students and cultural activities from other countries they can acquire some or all of the attributes of global citizens to which they aspire. Beneficial also in that they learn some of the intercultural skills that employers look for in graduates. And beneficial from the university’s perspective in that the institution is able to satisfy increasing levels of demand for international engagement from students and their parents. The third argument for internationalization considers universities’ ambitions. As league tables and rankings proliferate, numerous institutions aspire to garner “world-class” status of some sort. Jamil Salmi, formerly of the World Bank, produced a seminal report on what makes a world-class university. Salmi makes the case that “the superior results of these institutions (highly sought graduates, leading-edge research, and technology transfer) can essentially be attributed to three complementary sets of factors: (a) a high concentration of talent, (b) abundant resources to offer a rich learning environment and to conduct advanced research, and (c) favorable governance features that encourage strategic vision, innovation, and flexibility, and that enable institutions to make decisions and to manage resources without being encumbered by bureaucracy.”1 To concentrate talent an institution would need to attract scholars from all over the world. Thus, the international recruitment of Mikey Davis, fourth-year sociology at the University of Warwick, sums up the impact of the University’s international strategy: “From gender studies to the welfare systems of Britain, sociology at Warwick has everything a candidate with a desire to develop their breadth of knowledge could ask for. The ‘cherry on top,’ however, is the opportunity to go on an ERASMUS exchange. Last year I departed for Helsinki to further my studies, and this was undoubtedly the best experience I have ever undergone. Discovering a new culture, new people, and exposure to foreign academic strategies was invaluable and promoted the qualities sought by employers.” students and faculty has become essential for any university aspiring to world-class status. The fourth driver for internationalization is the need to accumulate resources to achieve excellence. The most transparent source of increased income through international activity comes from student fees. In most countries non-national students pay significantly higher fees than nationals. In some countries, most notably the UK and Australia, international student fees make a vital contribution to the wealth and in some cases the survival of universities. In the United States, New Zealand, and Canada, the proportion of non-national students may be lower, but the contribution is nevertheless significant. In Europe, further resources are available to those universities collaborating with European and international partners. The European Commission is currently planning the next stage of the Erasmus student mobility program, which will be extended to countries outside the EU. The proposed level of funding is €19bn for 2014–2020. Even greater amounts have been earmarked for European research over the same period, much of it requiring collaboration between universities in different countries. By the same token, joint research may lead to a www.iie.org/iienetworker Students performing at the University of Warwick’s One World Week, the largest student-run international event in Europe. 38 http://www.iie.org/iienetworker

Table of Contents for the Digital Edition of IIE Networker - Fall 2012

A Message from Allan E. Goodman
IIENetworker Minister of Higher Education Interview Series: Ju-ho Lee, Republic of Korea
Commemorating Ten Years of IIE's Scholar Rescue Fund
Developing International Strategies in an Increasingly Dynamic Global Environment
Evidence-Based Approach to Strategic International Enrollment Management: A Case Study of American University
The Formal and Informal Aspects of Successful IEM
The Business of Being International Student Friendly
Take a Deep Breath: Making International Enrollment Management Manageable
How to Become a Host Institution for the Brazil Science Without Borders Program
Every Student an International Student: IEM as Part of a Holistic Approach to Campus Internationalization
Advertisers Index
Seven Resources for Bringing International Students to U.S. Campuses

IIE Networker - Fall 2012