Transcript Results of the Faculty Survey on Internationalization at

Results of the Faculty Survey on
Internationalization at Villanova:
A Preliminary Report
Prepared for the
International Leadership Committee
Prepared by
Office of Planning and Institutional Research
July 2013
Survey Methodology
• On May 2, 2013, an email was sent from Villanova University’s
President announcing the administration of a web-based survey
on Internationalization at Villanova and requesting full
participation from all faculty.
• On May 6th the survey invitation was emailed to all fulltime and
adjunct faculty. During the month, 3 reminders were sent to nonrespondents.
• The survey was closed on June 17th, 2 weeks after the last
completed survey was received.
• This report summarizes by faculty status responses to the
questions. Fulltime faculty include academic administrators and
instructors; adjunct faculty are faculty with part-time
employment status or fulltime employees in other University
departments who also teach.
• All faculty employed in the four colleges during the Spring 2013
semester, as reported by the Office of the Vice President for
Academic Affairs, were included in the survey population.
Survey Respondents
• The survey included questions to gauge faculty opinions and attitudes
about Internationalization at Villanova and to identify who is engaged in
these types of activities in their teaching, their research or in cocurricular activities. To accommodate these purposes, skip patterns were
incorporated throughout the survey to facilitate data collection. Those
not engaged in specific areas of activity, did not need to respond to
selected questions. Nevertheless, the survey was rather lengthy, and
some respondents did not proceed through the entire survey and/or did
not enter a final submit key to close the survey. The latter resulted in
partial completions of the survey.
• Cases were not excluded from the data analyses presented here; rather
the N size for each series of questions is reported to help interpret the
percentages and average ratings. The N size gives an indication of the
number of respondents used in calculating percentages in the varying
sections of the survey.
Survey Respondents
The table below shows the number surveyed and the number of respondents
by faculty status and by college. Numbers are further reported by completed
or partially completed surveys.
Faculty Status/
College
Number
Surveyed
Completed
Surveys
Response
Rate
Partial
Surveys
Fulltime Faculty
637
268
42%
62
330
52%
Adjunct Faculty
398
104
26%
31
135
34%
1,035
372
36%
93
465
45%
Arts
497
194
39%
48
242
49%
Sciences
174
69
40%
13
82
47%
Engineering
95
28
29%
6
34
36%
Nursing
110
31
28%
13
44
40%
Business (VSB)
159
49
31%
13
62
39%
1,035
371
36%
93
464
45%
Total
TOTAL
Total Respondents
Survey Respondents
The table below shows the number and percentage of fulltime and adjunct
faculty responding to the survey by college.
(Includes both completed and partial surveys.)
Fulltime
Faculty
%
Adjunct
Faculty
%
Arts
149
45%
93
69%
242
52%
49%
Sciences
69
21%
13
10%
82
18%
47%
Engineering
28
8%
6
5%
34
7%
36%
Nursing
32
10%
12
9%
44
10%
40%
Business (VSB)
52
16%
10
7%
62
13%
39%
330
100%
135
100%
464
100%
45%
Faculty Status/
College
TOTAL
Total Respondents
Response
Rates
Opinions about the Internationalization Experience
Fulltime Faculty
Internationalization for the
Undergraduate Experience
N = 320
Adjunct Faculty
N = 129
In today’s environment, it is important to consider the
impact of internationalization or globalization on
undergraduate education in this country.
4.5
4.6
Colleges and universities should prepare students for an
increasingly interconnected world.
4.6
4.7
Internationalizing our curriculum will help our
undergraduate students be more successful after
graduation.
4.2
4.3
Global and international topics should be incorporated into
all undergraduate programs.
3.7
It is important that students participate in a formal
international educational experience such as study abroad.
3.6
3.9
3.8
A student's proficiency in a foreign language and culture is
an important part of undergraduate education.
3.9
3.9
1.0
3.0
Strongly Disagree to Strongly Agree
5.0
Opinions about the Internationalization Experience
Internationalization for the Undergraduate Experience
Fulltime Faculty
Strongly Agree
Agree
In today’s environment, it is important to consider the impact
of internationalization or globalization on undergraduate
education in this country.
Neutral
Disagree
58%
Colleges and universities should prepare students for an
increasingly interconnected world.
Strongly Disagree
36%
65%
Internationalizing our curriculum will help our undergraduate
students be more successful after graduation.
30%
46%
Global and international topics should be incorporated into all
undergraduate programs.
32%
33%
It is important that students participate in a formal
international educational experience such as study abroad.
25%
25%
A student's proficiency in a foreign language and culture is an
important part of undergraduate education.
10%
23%
31%
34%
0%
20%
30%
36%
30%
6%
40%
50%
70%
19%
2%
13%
6%
12%
21%
60%
4%
80%
7%
90%
2%
3%
100%
Opinions about the Internationalization Experience
Fulltime Faculty
Internationalization for the
Graduate Experience
Adjunct Faculty
N = 309
N = 116
4.0
International perspectives and topics are
important to include in courses in my discipline.
4.1
Graduate students in my discipline should have
the opportunity to have a study abroad
experience.
3.5
3.8
There are sufficient opportunities for graduate
students to participate in study abroad for
research.
2.6
3.0
In my discipline, a graduate student is more
successful if he or she is proficient in a foreign
language and culture.
3.3
3.5
1.0
3.0
Strongly Disagree to Strongly Agree
5.0
Opinions about the Internationalization Experience
Internationalization for the Graduate Experience
Fulltime Faculty
Strongly Agree
Agree
International perspectives and topics are important
to include in courses in my discipline.
Disagree
42%
Graduate students in my discipline should have the
opportunity to have a study abroad experience.
There are sufficient opportunities for graduate
students to participate in study abroad for
research.
Neutral
32%
25%
7%
In my discipline, a graduate student is more
successful if he or she is proficient in a foreign
language and culture.
28%
15%
24%
0%
10%
16%
24%
27%
30%
40%
22%
50%
60%
5%
16%
35%
22%
20%
Strongly Disagree
6%
15%
24%
70%
4%
80%
8%
90%
100%
Teaching & Curriculum
• 257 Faculty (55%) said they are currently teaching or have recently
taught (within 5 years) courses with international content; 194
(63%) of the Fulltime Faculty and 63 (51%) of the Adjunct Faculty.
• 211 Respondents identified 533 courses with international content
that they currently teach or have taught in the past 5 years. The table
below shows the Level of Internationalization in these courses.
# of Courses
%
Level 1 Course contains an international element.
97
18%
Level 2 One unit (one week’s worth of classes) in the
course is internationally oriented.
59
11%
Level 3 International elements are integrated
throughout the course.
156
30%
Level 4 The entire course has an international
orientation.
216
41%
Level
Level Description
NOTE: 5 courses were not assigned a level.
Teaching & Curriculum
•
55 Faculty (12%) identified 75 courses that they are currently teaching or developing
into which they would like to infuse international elements. The chart below shows
the types of assistance that would be very helpful or helpful in those efforts
Assistance to Internationalize Courses
% Very Helpful or Helpful
FT Facutly
N = 247
Adjunct
N = 92
Resource information (books, journals, articles) on international
education topics.
72%
86%
Identification or suggestions of global topics relevant to my
courses or discipline.
Help with incorporating global learning outcomes in your
teaching.
74%
88%
65%
77%
Examples of course materials incorporating global content
developed by faculty at Villanova and other institutions.
80%
88%
Opportunities to consult on an “as needed” basis with
international specialists relating to your course and discipline.
Ongoing faculty development seminars on internationalizing your
curriculum.
78%
87%
71%
80%
Grant funds to travel abroad to research ways to internationalize
your courses.
Guest speakers for your courses
79%
80%
71%
82%
Teaching & Curriculum
What types of assistance would help you internationalize your courses?
Assistance to Internationalize Courses
Fulltime Faculty
Very Helpful
Resource information (books, journals, articles) on international
education topics.
Somewhat Helpful
Not Helpful
46%
28%
27%
Identification or suggestions of global topics relevant to my
courses or discipline.
30%
Help with incorporating global learning outcomes in your
teaching.
44%
23%
Examples of course materials incorporating global content
developed by faculty at Villanova and other institutions.
43%
35%
36%
Opportunities to consult on an “as needed” basis with
international specialists relating to your course and discipline.
44%
32%
Ongoing faculty development seminars on internationalizing
your curriculum.
49%
20%
29%
30%
34%
10%
22%
44%
Grant funds to travel abroad to research ways to
internationalize your courses.
0%
20%
46%
27%
Guest speakers for your courses
26%
37%
30%
40%
50%
21%
29%
60%
70%
80%
90%
100%
Research Collaboratives & Partnerships
• In the last 12 months, 17 fulltime faculty (6%) and 1 adjunct faculty
(1%) sponsored an international scholar in a J-1 visa category to
come to Villanova for research collaboration. One-third of the
fulltime faculty (6 faculty) had visited their sponsored international
scholars at their home institutions.
• 128 fulltime faculty (45%) and 17 adjunct faculty (16%) are
currently or have been involved in an international research
partnership, collaboration or project.
o Of those involved in partnerships, 82 fulltime faculty (64% ) and 7
adjunct faculty (41%) reported their projects were still ongoing.
o Of those involved in partnerships, 45 fulltime faculty (35%) and 5
adjunct faculty (29%) reported there were opportunities for postdoctoral, graduate, or undergraduate research students to participate in
the research collaborative or partnership.
Research Collaboratives & Partnerships
Nature of International Partnership
Formal Memorandum of
Understanding
20%
7%
Visiting professorship at an
international institution
23%
13%
Hosting visiting professor(s)
from an international
institution
Nature of Student Participation
Fulltime Faculty
International post-doctoral
students at Villanova
10%
International graduate
students at Villanova
12%
International undergraduate
students at Villanova
12%
N = 51
Villanova post-doctoral
2%
students at international…
20%
13%
Hosting international
graduate research student(s)
Hosting international
undergraduate research
student(s)
Fulltime Faculty N= 123
Adjunct Faculty N= 15
Villanova graduate students
at international institution
10%
22%
13%
Villanova undergraduate
students at international…
7%
0%
One-on-one faculty research
collaboration
Undergraduate students
engaged in research
62%
20%
0%
25%
20%
40%
60%
80% 100%
41%
Graduate Students engaged
in research
59%
0%
20%
40%
60%
80% 100%
Research Collaboratives & Partnerships
To what extent is each of the following programs or activities of interest to you?
Interests in Research Collaboratives
% Very Interested or Somewhat Interested
FT Facutly
Adjunct
N = 265
N = 96
Opportunities to attend seminars or conferences on
international topics related to your discipline
81%
81%
73%
Faculty exchange programs in another country
59%
Short-term research or curriculum development projects in
other countries
Interests in Research Collaboratives
Fulltime Faculty
75%
57%
Very Interested
Opportunities to attend seminars or conferences on
international topics related to your discipline
Somewhat Interested
49%
Faculty exchange programs in another country
46%
Short-term research or curriculum development projects in
other countries
47%
0%
10%
20%
Not Interested
32%
19%
27%
27%
28%
30%
40%
50%
60%
25%
70%
80%
90% 100%
Co-Curricular Activities & Opportunities
Villanova offers sufficient co-curricular
activities on campus that expand
international awareness.
Fulltime Faculty
The undergraduate culture at Villanova
pays sufficient attention to global and
international topics and affairs.
Adjunct Faculty
N = 259
Fulltime Faculty
N = 92
N = 260
Adjunct Faculty
N = 91
68%
57%
57%
51%
40% 40%
36%
27%
5% 3%
Strongly
Agree
Agree
Disagree
2% 1%
4% 2%
Strongly
Disagree
Strongly
Agree
5%
Agree
Disagree
1%
Strongly
Disagree
Co-Curricular Activities & Opportunities
Fulltime Faculty
How frequently do you . . .
Adjunct Faculty
N = 268
N = 97
3.3
Engage students in conversations about multicultural
or international events on campus?
3.0
3.1
Engage students in conversations about co-curricular
events?
2.8
2.4
Personally engage in international outreach with the
regional and/or global community?
2.2
1.0
3.0
Not at all to Frequently
5.0
Co-Curricular Activities & Opportunities
International outreach activities: outreach concerning students in research and/or teaching
In what types of international outreach
activities are you currently involved?
Current Involvement
Fulltime Faculty
N = 169
Adjunct Faculty
N = 42
14%
Service-learning programs
31%
International internship
opportunities for students
21%
17%
Presenting at external
seminars or conference
63%
36%
Serving as a panelist or guest
speaker
38%
14%
31%
Serving as a mentor
13%
21%
Integrating international
outreach activities in class
20%
Fulltime Faculty
N = 167
37%
International internship
opportunities for students
37%
48%
52%
Presenting at external
seminars or conference
44%
Serving as a panelist or guest
speaker
43%
35%
59%
23%
29%
7%
6%
Integrating international
outreach activities in class
40%
60%
80%
100%
Adjunct Faculty
N = 48
Service-learning programs
Philanthropy
18%
14%
0%
Like to be Involved
Serving as a mentor
19%
Philanthropy
In what types of international outreach
activities would you like to be involved?
31%
29%
0%
20%
40%
60%
80%
100%
Co-Curricular Activities & Opportunities
What challenges do you face when trying to conduct international outreach?
Fulltime Faculty
Challenges
Adjunct Faculty
N = 216
N = 72
71%
Lack of financial resources
58%
81%
76%
Limited time
Lack of existing network or knowledge of
opportunities
40%
33%
26%
24%
Limited departmental interest/support
17%
18%
Limited student interest/demand
Change of leadership/liaison with an outreach
partner
Outreach partner lacks resources on their end
(money, time)
External forces at partner location (natural disasters,
political unrest)
6%
1%
19%
10%
6%
6%
0%
20%
40%
60%
80%
100%