REWARDS AND CHALLENGES OF INCLUDING INTERNATIONAL PERSPECTIVES IN A MPA PROGRAM

REWARDS AND CHALLENGES OF INCLUDING INTERNATIONAL PERSPECTIVES IN A MPA PROGRAM Dr. Barbara S. LiggettDirector of the School of Public Affairs and AdministrationWestern Michigan University

NASPAA 2011 Annual ConferenceKansas City, MO

1Semantic Movement(Language Lingo)2 What is Internationalization?Internationalization is an ongoing, counter-hegemonic educational process that occurs in an international context of knowledge and practice where societies are viewed as subsystems of a larger, inclusive world. The process of internationalization at an educational institution entails a comprehensive, multifaceted program of action that is integrated into all aspects of education. (D. Schoorman, 2000)3

Internationalization as processInternationalization is the process of integrating an international/intercultural dimension into the teaching, research, and service functions of the institution. (Knight, 1994,1999)Once an international ethos, or culture, exists, the institution can properly be described as internationalized. (Knight, 1999)The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education. (Knight, 2004)4 Globalization - InternationalizationGlobalization is the flow of technology, economy, knowledge, people, values, ideasacross borders. Globalization affects each country in a different way due to a nations individual history, traditions, culture and priorities.Internationalization of higher education is one of the ways a country responds to the impact of globalization yet, at the same time respects the individuality of the nation. (Knight, 1997; Scott, 1999)5 InternationalizationPersonalProcessSystems ApproachRooted in Theoretical ConstructsSociocultural models of learningGeneral Systems (Katz& Kahn, 1978)Loose Coupling (Weick, 1976)Critical Pedagogy ( Arnowitz & Giroux, 1991; McLaren, 1998)

6Why Internationalize? (Organizations Perspective)U.S. Higher Education SurvivalMarket DemandProfessional Readiness of U.S. StudentsNASPAA diversity standardsUniversity Strategic Plan Globally EngagedWorld-View Value

7Why Internationalize? (The Faculty Perspective)Personal InterestProgram SurvivalProfessional ContributionPreparation of Students8How does internationalization occur?Planned

Sporadic spotty serendipitous sneaks in upon you9Setting the Context-International Student Trends

10Setting the Context-Top Places Of Origin

11Setting the Context- Others in WMU MPAEl SalvadorAngolaDominican RepublicUgandaTanzaniaZimbabwe12Setting the Context- U.S. Institutions Hosting International Students 2009/2010

13Setting the Context- Fields of Study

14Setting the Context-Funding

15A Case StudyWMU 2010 enrollment = 25,045WMU International enrollment =5,079WMU International Graduate Enrollment = 602WMU MPA enrollment = 297WMU MPA international enrollment = 13

16Western Michigan University International Students Countries

17Western Michigan University - MPA

20110

12

18MPA Program39-42 credit hoursCore courses plus concentrationHealth CareHuman ResourcesLaw (with J.D.)NonprofitPublic Management (Local/State Government)Evening Classes (+ weekend/hybrid/online)Three campus sites 0-70 miles12 month course offerings19Challenges MPA Students Perspectives (N= 12)The Expected (and from literature)LanguageIntonationPace of speakingColloquialismsReading amountWritingGroup WorkTechnology(Oral Presentations)

The WMU ExperienceThe Expected plusWeather Brrrrrrrrrrrrr..Evenings/WeekendsTravel Distance TransportationFear of Racial Conflict - Detroit

20 Challenges MPA Faculty Perspectives (N= 9)The Usual (and from the literature)LanguageReading amountWriting Learning StylesHesitancy to Engage in Group WorkWMUThe Usual plusMissing knowledge of U.S. Government SystemsAnalytical, synthesis, integration skillsSocialization apart from other graduate students by nature of the programs offerings21Rewards PerspectivesStudent PerspectivesAn AdventureDifferent teaching stylesDifferent classroom expectationsPushed my confidenceOpportunity to experience U.S. public/npo workplaceNew friendshipsNEW INFO/NEW LEARNING

Faculty PerspectivesVariety in the classroom adds dimensionCreates positive tension among students idea exchangeUpdates global knowledge of faculty member22Recruitment of International StudentsAlumni/Current International StudentsUniversity Graduate AdmissionsSchool of Public Affairs and Administration WebsiteFulbrightIn-house collaborationsWMU Haenicke Institute for Global EducationCommunity sister cities, Colleagues International organizations, Business PartnersU.S. Department of State Staff Scholar-in-Residence23Course Design ModificationsPace Faculty AssignmentsTracks optionsComparative opportunities

24Moving Beyond the TouristTourist the perfunctory view of leadership in different cultures and contexts (snapshots)ColporteurManagement gurus traveling the globe peddling theories and ideologies (peddler of religious books), imposing particular values and ideas on othersConfrereColleague who is consulted and valued on an equal basis, a genuine and reciprocal interest in each others situational problems is developed; strive to understand each other points of view; mutual understanding; shared knowledge (Walker and Dimmock, 2004)25Global Engagement = Global Respect26ReferencesArenas, E. (2009). How teachers attitudes affect their approaches to teaching international students. Higher Education Research & Development, 28(6), 615-628.Barnett, B. G. (2006). Emerging trends in international leadership education. Journal of Research on Leadership Education, 1(1), 1-4. Bakhurst, D. (1991). Consciousness and revolution in Soviet philosophy. From the Bolsheviks to Evil Ilyenkov. Cambridge: Cambridge University Press.Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645-68.Burke, W. (2002). Organization change: Theory and practice. Thousand Oaks, CA: Sage Publications.Cameron, K. (1984). Organizational adaption and higher education. Journal of Higher Education, 55(2), 122-144.Capra, F. (1996). The web of life. New York: Anchor Books.Culbertson, J. (1979). Improve educational policy and administration: The role of international organizations, learned societies, and professional associations. Paper presented at the Inter-American Congress on Educational Administration, Brasilia, Brazil (December).Culbertson, J. (1981). International networking: Expanded vistas for leadership development. Theory into Practice, 20(4), 278-284.DeCieri, H., Fenwick, M., & Hutchings, K. (2005). The challenge of international human resource management: Balancing the duality of strategy and practice. International Journal of Human Resource Management, 16(4), 584-598.Hurd, D. (2007). Leading transformational change: A study of internationalization at three universities in the United States. Doctoral dissertation, Florida Atlantic University, Boca Raton.27References Cont.Kim, H. Y. (2011). International graduate students difficulties: Graduate classes as a community of practices. Teaching in Higher Education, 16(3), 281-292.Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31.Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Leestma, R. (1969, May). OEs Institute of International studies. American Education.Leithwood, K. (2005). Understanding successful principal leadership: Progress on a broken front. Journal of Educational Administration, 43(6), 619-629.Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriate, guided participation, and apprenticeship. In J. Wertsch, P. del Rio, and A. Alvarez (Eds.), Sociocultural studies of mind (139-164). Boston, MA: Cambridge University Press.Schoorman, D. (2000). What really do we mean by internationalization? Contemporary Education 71(4), 5-11.Schoorman, D. (1999). The pedagogical implications of diverse conceptualizations of internationalism: A US-based case study. Journal of Studies of International Education, 3(2), 19-46.Scott, P. (1998). Massification, internationalization and globalization. In P. Scott (Ed.), The globalization of higher education (108-129). Buckingham: Open University Press.Suarez-Orozco, M. & Qin-Hilliard, D. (2004). Globalization: Culture and education in the new millennium. In M. Suarez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (1-37). Berkeley, CA: University of California Press.28References Cont.Vygotsky, L. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.Walker, A., & Dimmock, C. (2004). The international role of the NCSL: Tourist, colporteur or confrere? Educational Management Administration and Leadership, 32(3), 269-287.Walker, W. (1972). Centralization and decentralization: An international viewpoint of an American dilemma. Eugene: University of Oregon, Special Center for the Advanced Study of Educational Administration.Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.

29InformationContact: Barbara S. Liggett, Ed.D., SPHR Director of the School of Public Affairs and Administration, Western Michigan University, Kalamazoo, MI 49008; email: barbara.liggett@wmich.eduNotice: All materials provided for this presentation at the 2011 NASPAA conference are protected. Please do not share, reprint, duplicate, or copy in any way without the written permission of Dr. Barbara S. Liggett.30