Colleges and universities not only have the opportunity, but also the responsibility, to shape globally-minded citizens. In January 2013, Under Secretary of Education, Martha Kanter, co-authored the lead article in Change: The Magazine of Higher Education, arguing that "knowledgeable, engaged, globally minded citizens hold the key to this country's shared democratic values, prosperity, and security" (Kanter & Schenider, 2013). This research examines the facets of internationalization on college campuses and the role of presidential leadership. Leaders who are committed to developing the next generation of globally-astute citizens have found ways to internationalize their campuses and promote global learning.
This multiple case study highlights the internationalization on five college campuses, which have been nationally recognized for their comprehensive approach. The findings include three primary levers that are used to internationalize: study abroad, recruitment of international students, and curriculum integration. The research focuses on the role of presidents and how they can advance or sustain internationalization, and it highlights the challenges. The leadership strategies employed by presidents are a particular focus of this study.
The analysis found that multiple leadership perspectives (or frames) are engaged to advance internationalization. Leadership strategies were found to be consistent with those frames identified in the scholarly work of Bolman and Deal (2008), which values multi-frame leadership approaches, including structural, human resource, political, and symbolic. The study also found that, depending on the history of international education at the institution and the personal and professional characteristics of the president, one or more dominant approaches can be used to sustain and elevate an existing international agenda. Those tools that need to be leveraged include an understanding of institutional history and culture, a mission and a strategic plan that prioritize international education, and an organizational infrastructure that supports a comprehensive approach. The ability to advance internationalization and integrate all the disparate parts depends on an institutional narrative, leadership lifestyle, and the effective use of human and financial resources. The analysis found that presidential leadership is an important factor in making internationalization part of the institutional ethos.
|Commitee:||Finney, Joni, Green, Madeleine|
|School:||University of Pennsylvania|
|Department:||Higher Education Management|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Multicultural Education, Higher education|
|Keywords:||Global learning, Globalization, Higher education leadership, International education, Internationalization, Presidential leadership|
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