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Internationalization: Comparative case studies of campus experiences

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Abstract:

Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement internationalisation policies.

In higher education the dominant external constraints are the policies and funding mechanisms within which universities operate. Resource dependence theory was used to analyse changes in national/federal and local/institutional higher education trends to determine the level of change at these universities. Resource dependence theory provided a lens to detail responses within the organisations as adapters and manipulators of organisational environments in the face of competing and conflicting demands that need resources from their environment.

This macro/micro study employed several methods – collection and analysis of international, government and university policy documents, international, national and site specific statistics, reports and key stakeholders’ accounts on campuses to contextualise each university within their national setting.

Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students to determine the degree of success of internationalisation strategies on each campus.

Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of mission statements and strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that broad international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. The campus experiences of students indicated that there is much that needs to be done to ensure engagement of all stakeholders in the implementation of internationalisation strategies with implications for universities in a globalising world.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493899_index.html
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MLA Citation:

Ruddy, Anne. "Internationalization: Comparative case studies of campus experiences" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493899_index.html>

APA Citation:

Ruddy, A. M. , 2011-04-30 "Internationalization: Comparative case studies of campus experiences" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493899_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement internationalisation policies.

In higher education the dominant external constraints are the policies and funding mechanisms within which universities operate. Resource dependence theory was used to analyse changes in national/federal and local/institutional higher education trends to determine the level of change at these universities. Resource dependence theory provided a lens to detail responses within the organisations as adapters and manipulators of organisational environments in the face of competing and conflicting demands that need resources from their environment.

This macro/micro study employed several methods – collection and analysis of international, government and university policy documents, international, national and site specific statistics, reports and key stakeholders’ accounts on campuses to contextualise each university within their national setting.

Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students to determine the degree of success of internationalisation strategies on each campus.

Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of mission statements and strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that broad international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. The campus experiences of students indicated that there is much that needs to be done to ensure engagement of all stakeholders in the implementation of internationalisation strategies with implications for universities in a globalising world.


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