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Friday, June 7th, 2013 1:00pm – 2:30pm Kingpetch Room, Asia Hotel, Bangkok CREATING AN INTERNATIONALIZATION FRAMEWORK The Case for Thailand Karen McBride, Ed.D. 10 years in International Higher Education Majority of experience in Study Abroad and Student Exchange programs within the U.S.A. Experience in private and public sectors Relocated to the Midwest Studied (School for Field Studies, Atenas, Costa Rica & University of Glasgow, U.K.), Interned (National Museum of Ireland, Dublin, Ireland), obtained graduate degree (Queen’s University of Belfast, Belfast, Northern Ireland, U.K.), Volunteered (U.S. Peace Corps, Antigua, West Indies) and conducted research abroad (United Kingdom & Thailand) Definition(s) “The specific policies and initiatives of countries and individual institutions or systems to deal with global trends” (Altbach, 2002) “…the conscious effort to integrate and infuse international, intercultural, and global dimensions into the ethos and outcomes of postsecondary education. To be fully successful, it must involve active and responsible engagement of the academic community in global networks and partnerships” (NAFSA, 2011) Global Context Education is a tradable good and service. Knowledge Economy The growing interrelationship between knowledge, the market and technology transfers. Massification of Higher Education Internationalization Globalization 1998: 20+ million students enrolled in HE 2007: 100+ million 2025: est. 250 million Internet & Communication Technology The ability to manipulate, store and transmit large quantities of data at a high speed at very low cost. Growing Pains Why Apple (and Lots of other Companies) Wound up in Ireland Clashes as thousands of Cambodians protest Nike factory work conditions Coca-Cola Sets Sights on Myanmar IMF Admits Mistakes on Greece Bailout Thailand & Southeast Asia The Study Thai perspectives on the internationalization of higher education in Thailand: A mixed methods analysis and three mini-case studies Ed.D. Educational Policy and Administration University of Minnesota – Twin Cities June 2012 Purpose Non-Western view on Internationalization Non-traditional destination Development of ASEAN Economic Community (2015) Methods Sequential Mixed Methods Inductive Analysis Interviews with Thai leadership in international higher education (23) Survey of 59 institutions offering 981 international higher education programs Mini-Case Studies of 3 internationally-active institutions (3) Results – General “East” English Language Programs Privatization & Autonomy Quality Assurance ICT Development Transnational Partnerships Internationalized Curriculum Benchmarking against the West Global Workforce Student & Faculty Mobility “West” College Leadership Faculty Involvement & Mobility Internationalized Curriculum Student Mobility International Student Presence & Immersion International co-Curricular Units & Activities Global Workforce Intercultural Competency Results – Specific to Thailand Internationalization Fulfilling International Advantages & Defined Ed Goals Disadvantages International Engagement Global Awareness English Language Ability International Curriculum Development Faculty & Student Mobility English Advantages Programs Culture of Hospitality AEC Comparative infrastructure Curriculum Medical Services Cost of Living Geographical Positioning Political Stability* Standards Content Quality Assurance Mobility Disadvantages English Language Ability Policy Pledges Resource allocation Gov’t incentive for graduate degrees abroad Formal, detailed national policy & assessment tool AEC Development Where to now? Putting it all together… Framework* Policy DOMAINS Policy VARIABLES Language Development Leadership ICT Development Resources International Curriculum Stakeholders & Constituents Student Mobility Principles of Teaching & Learning Faculty Development International Partnerships Performance Assessment/Quality Assurance Centralized Agency Scope of Geographic & Cultural Learning Evolving Context of International Education Sector Communication *Each domain addresses multiple activities that gauge policy success. The variables associated with each policy domain vary according to number and degree of impact. Example: International Curriculum 1. Does your institution have a process that allows transfer credit for students from international organizations? What is the # and % of courses that transfer as course equivalencies vs. electives? 2. How many organizations are eligible for credit transfer? What types of work receives credit (e.g. study, internship, volunteer, research)? % increase/decrease from previous year? 3. Is there periodic review of international credit transfer? How often? Which departments? 4. How many courses explicitly list an international dimension as a learning outcome? % increase/decrease from previous year? 5. How many programs currently meet top international accrediting bodies? Which ones? % increase/decrease from previous year? 6. Is there an international curriculum committee at your institution? How many? % increase/decrease from the previous year? 7. Is there a budget allocation for international curriculum development by college? Amount of allocation? % increase/decrease from previous year? 8. Is there a faculty grant program for international curriculum development? How much? 9. Is there faculty release time available for international curriculum development? 10. Is a faculty assistantship program for international curriculum development? How many? Example: Language Development 1. Do any faculty actively provide translation services to and from English? How many? % increase/decrease from previous year? 2. Are faculty compensated in some way for teaching courses in English or training other faculty in English? How? 3. Do any faculty specifically advise international students in English? How many faculty? How many students per term? % increase/decrease from previous year? 4. How often to do faculty conduct business outside of the university in English? % increase/decrease from previous year? 5. Are courses offered in ASEAN nation languages? Which ones? How many? % increase/decrease from previous year? 6. How many students take courses in ASEAN nation languages? Which ones? % increase/decrease from previous year? 7. Do students and faculty utilize publications in ASEAN nation languages? How many? % increase/decrease from previous year? 8. Are courses offered in other languages? Which ones? How many? % increase/decrease from previous year? 9. How many students take courses in other languages? Which ones? % increase/decrease from previous year? 10. Are there proficiency standards established for each language? 11. What is the # and % of undergraduate students that meet the English language proficiency standards? Post-graduate students? % increase/decrease from previous year? Objective Develop policy initiatives based on Thai criteria for successful internationalization and the means to assess them by each institution and external agencies. Objective Globalization AEC Launch Western Standards for Internationalization Thai Perspectives on Internationalization Thai Internationalization Framework Thai Strengths & Weaknesses Southeast Asian Educational Hub Thank You/Kob Khun Ka