The building blocks for the global university are already within reach.
BUILDING A GLOBAL UNIVERSITY
comprehensive and effective plan for foreign language preparation on our campuses
that has as a primary objective the attainment of at least conversational proficiency
in a second language for all our students.
Faculty searches are international and global experience is preferred.
The market today for exemplary scholars is truly worldwide, and our best
universities seek the highest-quality talent regardless of country of origin. We
need to continue to advertise our faculty searches in outlets that are accessible
to a worldwide audience and make sure that we have adequate funding to invite
candidates from abroad.
Faculty reward and tenure includes research, teaching, and service abroad.
Faculty are more likely to engage in international activities if they perceive direct
benefits from their participation. All of us have heard of junior faculty who led
students on an education abroad program who were informed that such activities
might hurt them when it comes to the tenure and promotion decision, or of
faculty who spent time abroad teaching on an exchange who were chastised for
abandoning departmental committee chores.
Upgrade senior international officers’ reporting relationships and place senior
international officers on key university councils and committees.
At our most internationalized institutions, like West Virginia University, The Ohio
State University, and the University of Minnesota, the SIO is charged with the task
of maintaining and strengthening the comprehensive internationalization of the
campus’s teaching, discovery, and engagement missions. Obviously, the more doors
there are between the SIO and the chief academic or executive officers, the greater
the expenditure in time and the less likely the SIO’s input will be presented as a
priority or with the necessary conviction.
Embrace a holistic approach to the international student experience.
No institution of higher education can aspire to become truly global without an
active strategy to recruit and retain the highest-quality international students.
Gaining entry to our colleges and universities remains a priority for students
around the world, for they perceive that a degree from a top-flight U.S. institution
of higher education will not only equip them with a first-rate education, but will
likely position them favorably for a marketplace in the U.S. or abroad.
For obvious reasons, much attention vis-a-vis international students has focused on
barriers to recruitment. Often receiving scant attention are the barriers to retention.
to provide scholarships to students.
Frequently, the costs of program fees
(on top of tuition) serve to place
education abroad beyond the reach of
If our government and our
campuses are truly committed
to quality education abroad
opportunities for all students, we need
to move to a system where the costs
of education abroad — including the
costs of maintaining an education
abroad office — are built into tuition
(or in the case of public universities
and colleges, covered by tuition
and state revenues) so that students
attending institutions of higher
education pay the same whether or
not they participate in a learning
abroad experience. Learning abroad
is an academic priority and should be
treated and funded no differently from
other academic priorities.
Foreign language proficiency is a
requirement for all students and
efforts are made to customize language
instruction to fulfill every student’s
A truly internationalized major for
all students will require rethinking
how we develop foreign language
proficiency, a necessary component of
global competence. The multicultural
character of our societies and the
globalizing trend of the workplace
require foreign language competency
for graduates in the social and natural
sciences and in our professional
schools. Our challenge is to create a