strategies that a number of universities around the world have used to achieve internationalization
Introduction
While internationalization of the biology curriculum at the University of Findlay is a very important step towards embracing the spirit of change and globalization, it requires a concerted effort of not only the administrative arm of the institution and the faculty but of the students’ body as well. Internationalization is a task that takes more than just the mere introduction of international programs and international students in campus. Globalization and evolution in different sectors of development have facilitated dramatic change in the education sector in order to be in line with the ever-growing knowledge-based economy. A number of Universities around the world have restructured and reformed their universities to cope with the paradigm shift in the education sector and to embrace the global village spirit (Oritsejafor 2). One of the major reformations includes internalization of the education curriculum to accommodate international students, programs, languages and cultures.
This literature reviews other strategies that a number of universities around the world have used to achieve internationalization and how the University of Findlay can emulate them in making internationalization of its biology curriculum a success. In order to provide a substantial rationale for the internationalization of the biology curriculum at the University of Findlay, five academic and research articles have been summarized to evaluate different strategies of internationalization proposed or applied. The universities have achieved varied levels of internationalization and the University of Findlay can succeed if they can copy these or integrate some of the strategies into a unit to help them internationalize their biology curriculum.
Literature review
I reviewed an article by Oritsejafor written in 2007 which gives a strategic approach to internationalization of programs at University of North Carolina. The article highlights the importance of involving the student body in the internationalization of programs. As a good example of involving the student body, Oritsejafor argues that introduction of foreign languages for the students is one way of providing them with an opportunity to appreciate diversity and give them a competing edge in the global marketplace (3). The article also proposes enhancement of student programs as a good way to involve the students in the internationalization process. For instance, the article highlights, study abroad-short-term programs as significant for providing an opportunity to the students to engage in international experience. For Findlay, it would be beneficial merge these study abroad-short-term summer programs into its biology program. It would therefore be a good step to ensure that students in the biology curricula get the opportunity to taste the international experience.
Oritsejafor further highlights that the success of the academic programs can be extended by supporting Biotechnology programs and through inclusion of social programs (3, 4). Such programs may make it easier to achieve internationalization of the program given that most biomedical or biotechnology programs provide a platform for collaboration of international colleagues in research. This approach would be of particular significance to UF because it can incorporate these aspects in its strategy to make its biology program. Nevertheless, caution must be taken because social programs carry costs with them. Lastly, the author posits that enhancing faculty development is imperative for internationalization of a university program to work successfully. The UF can borrow this strategy into its biology curriculum by involving the faculty in collaboration with international faculty in exchange and fellowship. It may also find it worthy to involve the faculty in overseas research programs.
The second article written in 2009 by Barnes and associates from various faculties in the University of Kentucky was of particular defining significance especially based on the rationale it highlights as the basis for internationalization. Internationalization cannot just be implemented without having objectives for it. Although the paper focuses on the internationalization of curriculum at the University of Kentucky, it finds a good application to the Findlay case on various levels. First off, though the article’s main goal is to provide a rationale for internationalization of the entire curriculum at the university, the benefits highlighted can provide good reference for the biology curriculum at the University of Findlay to emulate. Expanding the biology curriculum would provide the students with an opportunity for both domestic and global markets. Therefore, systematic expansion would be appropriate so that the process starts with introductory courses, for instance and then proceeds to other levels of expansion as the progress is evaluated.
The article states that establishing an organizational infrastructure that supports internationalization would give an impetus to the success of going international. This idea can be adopted in most universities such as the research universities offering biology programs including UF. Ensuring a campus wide taskforce that is dedicated in advancing the internal efforts in campus and establishing an office that supervise the international biology education programs and activities is also recognized in the article as a good strategy that can help in achievement of a high level of internationalization.
The third article is the strategic plan for 2006 – 2011 drafted by the University of Iowa and approved by the International Programs Executive Committee in May 2006. The article discusses the importance of including an international education communication to facilitate higher level of internationalization (4– 6). The plan, in part, stresses the importance of international communication whereby institutions come up with new methods that create climate of mutual respect and bolster the spirit of friendly communication. Establishing procedures that help in maintaining cross-cultural communication would help the faculty of biology at UF to succeed in the internationalization process. For instance, through institutional homepages, which can assist the university students to focus on international activities and aid in maintaining communication with alumni abroad. Such activities that would be done with ease include internal e-mailing online learning, direct linking the institution’s homepage with other institution international educational programs and other educative biological activities that can be shared. The article fails, however, to identify the challenges that would face the attempts to convince sponsors of such programs although it recognizes that the whole success of the program hinges on the ability of the institution to convince international sponsorship. Secondly, the article fails to provide a rationale for systematization of internationalization process. By internationalizing all the transition courses spontaneously as the plan proposes, it might lead to substantial losses in case of process failure. However, the plan gives a good systematic approach to the number of students to participate in the program each year. The systematic increase in annual financing of international program as the plan proposes is also a superb approach that can be emulated by UF. Such an approach is always desirable to ensure funds are not pumped in failing projects.
According to another article I reviewed which was written in 2006 by Carroll-Boegh & Takagi, there are a number of challenges that put a threat to Internationalization of a program at any university. The most significant challenges that are highlighted in the article include sensitivity to the background, increased cross- border flows and financing or sourcing of financing. Carroll-Boegh & Takagi point out that sensitivity to the background and sourcing of funding are very important factors since the two factors distinguish between successful and unsuccessful institutions out of those that attempt to internationalize their programs (4). If the University of Findlay wished to go international, it would tackle the problem of sensitivity to background by putting schemes in place that give such international students the opportunity to learn a number of things from other students outside the classroom such us social meeting places, international residence halls and in the rooms, and buddy programs.
The strategic plan offered by the Iowa University gives a good systematic approach on internationalization of university programs though it does not highlight any difficulties or challenges such a venture is likely to face. However, the University of Findlay would find it more beneficial to underline the underpinning challenges clearly to know what may challenge the success of internationalizing the biology curriculum. By looking at the challenges highlighted by Carroll-Boegh and Tikagi (2006) in their article can help in formulating ways to deal with challenges that institutions face in endeavoring to internationalize their programs.
Another article that would give a good basis for reference for the faculty of Biology at the UF in the internationalization of the biology curriculum is the article written by the Association of Universities and Colleges of Canada –AUCC (AUCC 2009). Of importance are the challenges highlighted in the article. It has also focused on the current goals tactics and strategies of internationalizing the universities and colleges in Canada in different curricula. By way of admonition, the article draws attention for institutions to be cautious in choosing their international partners. I strongly feel that this should apply to any institution (including the faculty of biology at the University of Findlay) wishing to internationalize its program and more so if it wishes to go into overseas partnership. The article goes ahead to succinctly pinpoint challenges that are likely to face an institution wishing to internationalize its programs. These challenges are provided for every stage reached and therefore the article proves to be of good relevance especially when it highlights a number of challenges that may also face internationalization of the biology curricula at the UF. These challenges include maintaining sustainability of the program, provision and maintenance of academic recognition and ensuring institutional integration of the initiatives especially those that are student-led (9- 13).
Judging from the reviewed literature, it is evident that the task of internationalizing the biology curriculum at the UF is a feasible venture that is all-inclusive. However, challenges surround the process at every stage and the institution needs to take caution at every stage by carefully examining the steps taken and those to be taken, the parties involved and those to be invited or included. I also observe that University of Findlay can successfully internationalize its biology curriculum given that most of the universities analyzed are of comparable stature and have successfully internationalized their campuses. For instance, the University of Kentucky offers overseas programs in UK. Therefore, the University of Findlay can successfully emulate this move and internationalize its biology curriculum by liaising with international partners while bearing in mind the challenges involved.
Works Cited:
Association of Universities and Colleges of Canada- AUCC. Internationalization of the curriculum: A practical guide: 2009
Barnes, B., Yopp J. & Taskforce on internationalization of Kentucky, University of Kentucky White Paper on Internationalization (2009).
Carroll-Boegh, A. &Takagi H. Internationalization and university curricula in Denmark and Japan: Educate Journal .6 (1): 25-34. 2006
International Programs Executive Committee “International Programs at the University of Iowa: A Strategic Plan for 2006- 2011” 2006
Oritsejafor, E O., “International Education at North Carolina Central University: A Strategic Approach:” 2007
