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Internationalization of Teacher
Education: Framework, Process
and Practice
MARILYN UBIÑA- BALAGTAS, Ph.D.
Philippine Normal University, Manila
Outline
• Definition of Terms
• Internationalization Framework for Private
HEIs in the Philippines (product of research # 1)
• Internationalization Framework for TEIS in the
Philippines and Beyond ( product of research
#2)
• Processes and Practices in Internationalizing
TEIs
Outline
• Definition of Terms
• Internationalization Framework for Private
HEIs in the Philippines (product of research # 1)
• Internationalization Framework for TEIS in the
Philippines and Beyond ( product of research
#2)
• Processes and Practices in Internationalizing
TEIs
Research 1
Towards the Development of
a Conceptual Framework for
Internationalizing Private
Higher Education Institutions
(HEIs) in the Philippines
Researchers
Team Leader
Editha Padama – Arellano University
Members
Rosyl Arlene P. Alfuente – Arellano University
Marilyn U. Balagtas – Philippine Normal University
Erlinda G. Acierto – Asian Social Institute
Ferdinand Lacuata – National Teachers College
Angelina C. Irapta – PMI Colleges
Edward Padama – FEU – East Asia College
Archieval A. Rodriguez – Arellano University
Elsa H. Ruiz – Asia Social Institute
Towards the Development of a Conceptual
Framework for Internationalizing Private
Higher Education Institutions (HEIs) in the
Philippines
A model for internationalization based on
conceptions and actual practices of HEIs
in the Philippines.
Towards the Development of a Conceptual
Framework for Internationalizing Private
Higher Education Institutions (HEIs) in the
Philippines
A process in making the institution a venue for
exchanges between the administrators, faculty,
staff, or students of that institution and their
counterparts in other institutions from other
countries in terms of academic, research, and
cultural undertakings.
Stakeholders of HEIs
Students
Arriving at a
Conceptual
Framework for
Administrators
Faculty
Conceptions on an
Internationalized HEI
Internationalizing
Process in HEIs
Support Staff
•Achieving practical
insights from the
process
• Gaining conceptual/theoretical
understanding from stakeholders
Internationalizing
PRACTICAL LEVEL
IDEATION LEVEL
Figure 1:The Research Paradigm
HEIs in the
Philippines
•Proposing a
framework
model
RESEARCH
OUTPUT
Statement of the Problem
The main goal is to develop a conceptual framework
for internationalizing private HEIs in the Philippines.
1.
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How are HEIs involved in the study described as to the
following aspects?
Number of the students from the Philippines to other
countries
Number of students from other countries to the Philippines
Nationalities of the countries enrolled in the Philippines
Programs of courses offered
Admission of foreign students
Requirements for students going out
Retention policy for foreign students
Special features of the programs
Years of program completion
Years of operation of the internationalization program
Faculty trainings given
Statement of the Problem
The main goal is to develop a conceptual framework
for internationalizing private HEIs in the Philippines.
2.
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What conceptions on internationalization can be gathered
from the stakeholders of HEIs in NCR in terms of the
following dimensions:
Curriculum and instruction
Facilities and support
Cooperation and development assistance
Diversity income generation
Research collaboration
International-intercultural understanding/networking
Academic standards and quality
Mobility and exchange for students and teachers
International students’ recruitment
Statement of the Problem
The main goal is to develop a conceptual framework
for internationalizing private HEIs in the Philippines.
3.
What internationalizing processes are set in place
by the HEIs in order to realize the conceptions of
internationalization by the stakeholders?
4. What conceptual framework for internationalizing
private HEIs in the Philippines can be developed
from the analyses of the stakeholders’ conceptions
and practices?
Sampling Technique
Selection of the Respondents:
Multi-stage
• It is stratified because respondents came from four
groups of stakeholders of the institution: fourth year
undergraduate students, faculty, staff, and administrators.
• It is convenient because the number of respondents from
each group of stakeholders was decided upon by the
participating institution depending on their population and
retrieved instruments.
• It is quota because the institution to be part of the study
has to have a minimum of 10 and a maximum of 50
respondents.
Research Procedure
face to face meetings and brainstorming sessions
for the crafting of the research proposal, validation
of the instrument , and decisions on the actual
conduct of the study .
- emailing for the validation of instruments by the
local and foreign experts and for the write-up of the
research paper
- tryout of the instrument to establish its reliability
- actual administration and retrieval of instruments
from 14 private HEIs in Manila
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Instruments
The main goal of the instruments is to
generate ideas that can be used in
developing a framework for
internationalizing private HEIs in the
Philippines based on conceptions of
different stakeholders of the institutions
themselves and their practices for
internationalization.
Instruments
1. Survey Questionnaire . This determines the
internationalizing status, practices, and perceptions of
the participating private HEI
2. Two-pronged Questionnaire
- Part 1 is a 4-pt Likert Scale that determines the degree of agreement
of the respondents to statements under 9 dimensions of
internationalization that could tell their conceptions on how to
internationalize an institution of higher learning
-Part II is an open-ended questionnaire with a set of 2 questions
subsequent to each of the dimensions covered in the 4-pt scale that
aimed: 1) to gather other conceptions of internationalization that may
not have been captured by the indicators of internationalization given
in the scale; and 2) to determine the practices of the institution in
terms of the given dimension for internationalization.
Instruments
•The instruments were content validated using
triangulation technique with the following validators:
• The team of researchers representing 7 HEIs in
Manila
• A known expert on internationalization in the
Philippines who acted as the mentor/resource person of
the team during the CHED Zonal Workshop.
• A known expert on internationalization in other
countries who has led an international research study
entitled Internationalization of Higher Education Practices and
Priorities: 2003 IAU Survey Report.
Instruments
•The reliability of the 4-pt scale was
established through its tryout to 40
respondents coming from different
stakeholders of two private HEIs. Using
Cronbach Alpha, the computed internal
consistency reliability coefficient was
0.96 indicating that the instrument was
highly reliable .
DATA ANALYSIS
For Problem 1
• To know the status of internationalization
of the respondent institution supplied in
the survey questionnaire, a frequency
count for the qualitative responses was
made and its equivalent percentage was
computed.
DATA ANALYSIS
For Problem 2
•To know the conceptions on internationalization of the
stakeholders of the respondent institution gathered
through the two-pronged questionnaire, the following
steps were done:
1. Coding of responses in the 4-pt scale having all
positive statements with responses coded as follows:
Response
Strongly Agree
Numerical Code
4
Agree
3
Disagree
2
Strongly Disagree
1
DATA ANALYSIS
For Problem 2
2 . Computing weighted mean of each indicator of a
dimension of internationalization and interpreted using
the scale range below:
Weighted
Mean
Meaning
3.5 to 4.0
The specific group of respondents/stakeholders agrees strongly to
the given statement explaining how to internationalize an HEI
2.5 to 3.49
The specific group of respondents/stakeholders agrees to the given
statement explaining how to internationalize an HEI
1.5 to 2.49
The specific group of respondents/stakeholders disagrees to the
given statement explaining how to internationalize an HEI
1 -1.49
The specific group of respondents/stakeholders disagrees strongly
to the given statement explaining how to internationalize an HEI
DATA ANALYSIS
For Problem 2
2 . Coding of the qualitative responses in the open-ended
questionnaire
The dimensions in the 4-pt scale were used as initial
themes of the qualitative responses. These are as
follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Curriculum and Instruction
Facilities and Support System
Cooperation and Development Assistance
Diversity Income Generation
Research Collaboration
International and Intercultural Understanding/Networking
Academic Standards and Quality
Mobility and Exchanges for Students and Teachers
International Students Recruitment
DATA ANALYSIS
For Problem 2
3 . Examining the qualitative responses under
each dimension of internationalization and coded
them using the indicators of the 4-pt scale as
initial sub-themes. The coding schemes are as
follows:
Sample Coding Scheme for Qualitative
Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators
1
Curriculum and Instruction
1.1
The institution has an Inclusive Curriculum (i.e. courses are designed to
allow students of different race, religion, culture, gender to learn together).
1.2
The institution has courses on foreign language (e.g. English, Spanish,
Chinese, German, etc) to understand the people of other countries.
1.3
The institution offers international/multicultural/global courses that may be
a venue for understanding and appreciation of the culture of other countries
( e.g Multicultural Education, Global Education, Internationalization, World
Geography, World Literature, Peace Education, Ecology/Environmental
Education, and related topics)
Sample Coding Scheme for Qualitative
Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators
1
Curriculum and Instruction
The institution has customized programs tailored-fit to the demands of
1.4
different markets, agencies or corporations here and abroad.
1.5
The institution has programs delivered in different modalities that could
allow students from other countries to take courses at their own time and
place (e.g. Distance Education, Correspondence Education, Open
University, University in the Air, Virtual Classrooms)
1.6
The institution has information and communication technologies that
could facilitate efficient and effective learning (e.g. internet connection, elibrary, tele-conferencing.)
1.7
The institution has its own laboratory to test theories or theorize from
experiences
Sample Coding Scheme for Qualitative
Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators
1
Curriculum and Instruction
1.8
The institution provides the students special learning
experiences like Field Trips or experiential learning
experiences where they could appreciate the culture of other
tribal groups or races.
1.9
The institution mandates all faculty to utilize appropriate
pedagogical approaches that underscore international
understanding.
1.10 The institution has set in place a monitoring system that
enhances internationalization in the campus.
1.11 Other ideas under the given dimension
The Research Output
Framework for the Internationalization of
Higher Education Institutions (HEIs) in the
Philippines
Curriculum and
International Students
Instruction
Facilities and
Support System
Recruitment
Dimensions of
Internationalization
Cooperation and
Development
Assistance
Diverse Income
Generation
Mobility and
Exchanges for
Students and
Teachers
Academic Standards
and Quality
Research
Collaboration
International and
Intercultural
Understanding/
Networking
Outline
• Definition of Terms
• Internationalization Framework for Private
HEIs in the Philippines (product of research # 1)
• Internationalization Framework for TEIS in the
Philippines and Beyond ( product of research #2)
• Processes and Practices in Internationalizing
TEIs
Research #2
DEVELOPMENT OF A RUBRIC IN
INTERNATIONALIZING TEACHER
EDUCATION INSTITUTIONS IN THE
PHILIPPINES AND BEYOND
Marilyn Ubiña-Balagtas
(Lead Researcher)
Co – Researchers
Bill Atweh
Marla C.Papango
Zenaida Q. Reyes
Marilou M. Ubiña
Please see another File 2
Outline
• Definition of Terms
• Internationalization Framework for HEIs in the
Philippines (product of research # 2)
• Internationalization Framework for TEIS in the
Philippines and Beyond ( product of research
#2)
• Processes and Practices in Internationalizing
TEIs (workshop guided by the rubric)
Workshop:
1. Work individually or with those
who come from the same
institution.
2. Using the rubric in
internationalizing TEIs, rate the
level of internationalization of
your institution. Those who come
from the same institution should
rate their institution individually
first. Then they could compare
their ratings after.
Workshop:
3. Plan actions to reach the
level of
internationalization of
your institution in the next
5 years.
4. Share to the group your
plan of actions
Thank you!
Copyright @ 2011 MUBALAGTAS
Note:
If you are interested to use this
material or quote anything from it,
please acknowledge the source or
ask permission for its use
(Contact # 09209532926 or email at
mubalagtas @yahoo.com)