Internationalization and Higher Education

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Table of Contents

Introduction
Background Information
Globalization Today
Northern American Higher Education
Interrelation of Internationalization and Higher Education
Conclusion
References

Introduction

Modern world is the phenomenon that possesses almost no borders between countries and distinctions between nations, races and ethnic groups. This state of things is the result of the worldwide process of political, economical, social and intellectual integration called globalization. This process is the dominant feature of any other process taking place in the world whether it is the monetary reform in Argentina or educational reforms in the United States or Canada (Rhoads, 2003). The comprehensive character of globalization makes it impossible for any important aspect of human life to be out of its area of influence. Education is not an exception while this sphere of social life is the basis for the societal development of the world (Weber, L. & Duderstadt, J., 2008). Due to these facts, the topic of this paper is the interrelation of globalization and higher education reflected in the internationalization of the latter.

Background Information

Globalization and Internationalization

To begin with, it is necessary to define the terms with which the present paper is going to operate. Thus, globalization can be defined in numerous ways but its generalized and comprehensive definition can be the process of elimination of political and economical borders for the sake of the joint development of the nations of the world (Wood, 2005). Internationalization, as a result, can be viewed as attempts of various political, economical, and what is of primary importance for this paper, educational institutions to conform to the demands of the globalized world (Rhoads, 2003).

The latter, however, has started its development not so long ago. The first sign of the globalization was the collapse of the Soviet Union that presented numerous nations the opportunity to establish contacts with other states and integrate into the world community (Wood, 2005). At the same time, namely the early 1990s, educational internationalization took its start as far as more and more students from abroad could afford studying in the United States, Canada, Great Britain, etc. Trying to adjust to the new conditions of work, the educational establishments of these countries started developing their international study programs (Wood, 2005).

Higher Education in US and Canada

Thus, the education in the USA and Canada has always been considered as high quality but rather expensive and affordable to the richest people from abroad (Olivas, M. & Li, C. S., 2005). However, the demands of the epoch transformed the situation making the international students into almost an equal group to the natives in many universities in these countries – 45% of all the newly enrolled students each year. Drawing from this, the internationalization of higher education should be viewed as the obligatory factor of success of any modern educational establishment (Olivas, M. & Li, C. S., 2005).

Globalization Today

Economics and Politics

Nevertheless, the roots of globalization lie in the political and economic life of the society. Human beings are always directed at finding profit for themselves. That is why their desire to launch new markets for their products, get cheap labor force for their enterprises and favorable tax environment for their trading activities are the explanations of globalization as it is (Ali, 2000). Needless to say, the specific purposes pursued by each particular country in the process of globalization are different to some extent.

For example, such highly developed states as the USA, Great Britain, Germany and others are mainly interested in the markets and new consumers for the goods their industries produce annually. Their attempts to create these markets are reflected in the financial aids presented to the poor and developing countries like those in Latin America, Africa or Eastern Europe (Florida, 2002). The activities of the transnational organizations like the International Monetary Fund or World Bank are also controlled by the above mentioned countries that direct them in the way necessary to establish their influence upon new regions and their labor forces. Also, governmental activities, like the Maquilladora programs by the US government, are the steps of these countries on the way of globalization (Weber, L. & Duderstadt, J., 2008).

On the other hand, the developing countries of the so-called third world are interested in this process in the aspect of the help they could get in their development. For example, Mexico’s experience with the neoliberal policies imposed by the International Monetary Fund in exchange for the financial aids in times of severe economic crisis in the country could be viewed differently, as both positive and negative, but the result of it is single – Mexico overcame the crisis and is approaching the position of one of the highly developed industrial countries in the world nowadays (Weber, L. & Duderstadt, J., 2008). Other countries can also be viewed through this perspective, and it becomes evident that education is of vital importance for their citizens to be ready for the demands of the globalized world (Wood, 2005).

Internationalization of Education

Drawing from the above presented facts, it is obvious that modern world demands high quality of education and its internationalization (Carnoy, 2005). For example, in the sphere of business it is impossible to limit the circle of competitors by the boundaries of a single country of even a continent. Automobile producing companies can be located in the USA (General Motors), Germany (BMW), Spain (Sead) of Japan (Toyota) and compete severely for the markets of Europe or Africa, while a company registered in the USA (Coca-Cola) can have its branches in other countries producing its goods in Latin America, processing them in Europe and selling in all countries around the world (Newman, F., Couturier, L. & Scurry, J., 2005). To satisfy the requirements of such an international company, the educational establishments should be ready for the internationalization of their study process and campus.

On the whole, speaking about education, one can not help asking a question about its major aim. In the modern conditions, the answer is that the education is first of all directed at shaping highly proficient specialists demanded by various enterprises and companies worldwide (Carnoy, 2005). Namely this point signifies the necessity of intercultural and international understanding during the process of study. American and Canadian educational establishments, as the most progressive ones, are aware of this challenges that the globalization sets for them, and the following paragraphs will disclose the main points where globalization and educational internationalization are mutually related (Newman, F., Couturier, L. & Scurry, J., 2005).

Northern American Higher Education

International Education

The notion of international education exists in the human society from time immemorial. Ancient world, Middle Ages and other epochs always singled out some areas or specific educational establishments considered as the most reliable ones. Ancient Greece was considered to be the home of sciences, while in the Medieval Europe French and English universities like Sorbonne or Oxford were considered to be the best (Rhoads, 2007). In the 20^th century, the idea of the international education was brought back by the Communist countries like USSR and China that established their international universities enrolling students from Asia, Africa and other regions where education was a vital need but a great problem at the same time (Carnoy, 2005).

In the modern world, however, the international education means a phenomenon which is wider in its essence. First of all, international education is the possibility for students from numerous countries of the world to study abroad in the university they choose to and can afford (Weber, L. & Duderstadt, J., 2008). Secondly, this notion includes the awareness of the intercultural differences which are taught in the study process and are put into the basis of the curriculum of every university (Florida, 2002). Thus, the notion of international education today is a comprehensive combination of opportunities, globalization, cultural and racial awareness and political correctness (Florida, 2002).

Drawing from this, the educational establishments of the USA and Canada are busy with inventing new and progressive measures to make the study of international students in them as comfortable and successful as possible (Poyrazli, S. & Graham, K. M., 2006). Such universities and colleges as Brigham Young University, Columbia University, New York’s City College, Texas Woman’s University and others create counseling programs, additional tutorials and extra-curricular classes for the international students to adjust to their demands. At the same time, these measures add to the international image of these universities and contribute to the process of internationalization of education on the whole (Olivas, M. & Li, C. S., 2005).

Measures and Programs of Universities for Their International Students

The majority of the programs and services presented by American and Canadian universities and colleges are directed at making the study for international students easier. In other words, educational establishments introduce their curriculum requirements for the international students to be aware of what they will need to do in order to improve their academic performance in this university or college (Poyrazli, S. & Graham, K. M., 2006). Also, special groups or committees are established in order to assist students in their issues that might arise from the lack of knowledge of the new culture, educational system, etc (Poyrazli, S. & Graham, K. M., 2006).

Thus, for example, the most widely used and popular programs for international students in the American and Canadian universities are the so called First Year Seminar Programs, English as the Second Language Programs, American Language Programs as well as Human Diversity Courses, Counseling Offices, etc (Olivas, M. & Li, C. S., 2005). All these measures are directed at both improving the intercultural understanding between the domestic and foreign students, and preparing both these student groups for the future career pursuit in the world of globalization (Olivas, M. & Li, C. S., 2005). Thus, the internationalization of education is the direct result of the globalization taking place in the political, economical and social life of the human society.

In more detail, what is offered by the American and Canadian universities and colleges as parts of their international study programs serves the needs of both students and the countries they will work in after graduation (Wood, 2005). For instance, the First Year Seminar Program offered by Brigham Young University in the USA is directed at assisting the newcomers with adjusting to the new study demands and standards (Wood, 2005). At first sight, this initiative might seem beneficial for students only, but, developing their abilities of living and acting in the globalized world, this step contributes to the formation of a modern human personality who is a citizen of the world but not of a single country.

Moreover, educational establishments like Lindenwood University implement special courses as parts of their curricula aimed at improving international awareness of their students and their readiness for the work and competition in the epoch of globalization (Weber, L. & Duderstadt, J., 2008). Thus, Human Diversity Courses are the steps taken by such universities for the sake of internationalization of education (Weber, L. & Duderstadt, J., 2008). The results of these courses are the overall widening of the students’ scopes and their awareness of cultural, national, religious and other peculiarities of other nations with which they might work after they finish their study. Moreover, the future career prospects of the students who take such courses during their study years are more optimistic. In the world where entrepreneurs are faced by the international competition and worldwide transaction opportunities, education becomes a value of crucial importance, especially if international education is considered (Olivas, M. & Li, C. S., 2005).

Furthermore, to make the internationalization of education complete, universities and colleges in the USA and Canada deal with special counseling offices that serve as advisors and assistants to the international students experiencing some kinds of problems during their study abroad. One of such offices is the International Students Services Office established in Texas A&M University and several other educational establishments in the North America (Olivas, M. & Li, C. S., 2005). The sphere of activity of this office embraces all the aspects of life of international students, including their in-class issues, other academic difficulties like library access or requirements understanding, legal troubles, social life, and others. The effectiveness of the performance of such offices is assessed highly by the international students themselves, while their cultural and social adjustment benefits from them to the greatest extent (Weber, L. & Duderstadt, J., 2008). And this has much to do with the culture shock and its manifestations.

Culture Shock

On the whole, the notion of culture shock seems to have little to do with globalization and especially higher education. However, their interrelation is much closer than it seems to be. Culture shock, whether it is demonstrated positively or negatively in every particular person, affects not only the overall social life of this or that personality, but influences his or her academic performance as well (Carnoy, 2005). Thus, the reflection of culture shock can be observed in either rise or decline of academic success in each particular person depending on whether his or her culture shock was positive or negative. For example, when a person is pleasantly surprised by the quality of living he or she faces in the new country and by the welcoming attitude of the natives, then his or her study success can be notable, while the negative experiences connected with the disappointment in the new culture can cause, respectively, serious academic problems (Florida, 2002).

As a result, it can be stated that culture shock is the product of globalization. However, when it is viewed in the context of higher education, it has the direct relation to the issue of its internationalization. To formulate it shortly, culture shock is one of the reasons for the internationalization of education in the globalized world. So, the educational establishments in the United States and Canada deal with this issue with due diligence (Poyrazli, S. & Graham, K. M., 2006). Their counseling programs are directed not exclusively on education but on various factors that constitute the full picture of the international students’ lives in new the foreign countries. Moreover, the following theories of culture shock can be singled out as the most applicable ones in the area of education. They are U-curve theory and W-curve theory (Poyrazli, S. & Graham, K. M., 2006).

U-curve Theory and W-curve Theory

To start with, it is necessary to define both mentioned theories to have better understanding of the close relation of culture shock to educational success and academic performance of international students. Thus, the U-curve theory is the concept according to which every person trying to accommodate to the new culture goes through four distinct stages in this process. These stages are the so-called “honeymoon stage”, disillusionment stage, adjustment stage and mastery stage (Newman, F., Couturier, L. & Scurry, J., 2005). These stages follow each other but can last for different periods of time in different people. In more detail, the first stage, i. e. the “honeymoon stage”, is the period when a person is fond of what he or she sees in the new culture. This stage is called so as far as the person having arrived to the new country idealizes everything he or she sees for it to fit the picture he or she has painted in their minds about that country. At this stage, considerable success in study can often be observed in international students who enjoy both their academic and outside life in the new culture (Florida, 2002). However, at a closer look the things become not so bright. The person starts realizing that the life in this country is not ideal, while he or she does not understand all its customs and traditions and native people perceive him or her in a wrong way. These are the signs of the disillusionment stage during which a person wants to return home and realizes his or her complete inability to adjust to the new culture (Florida, 2002).

However, the soon coming adjustment stage eliminates these ideas from the person’s mind as far as he or she is already at the level of language knowledge that allows understanding and proper communication with native speakers, while the time he or she spent in the country is enough to learn the basic traditions and behavioral standards to feel at home in this country. Moreover, mastery stage is the final point of adjustment to the new culture which is marked by success in educational activities which was lost during the two previous stages (Poyrazli, S. & Graham, K. M., 2006).

Further on, the W-curve theory is the concept stating that after returning to the native culture the person that experienced U-curve stages faces cultural shock of returning home. W-curve stages are similar to those of U-curve with the only difference that they make to falls and two rises creating “W” letter on the graph. Taking into consideration the globalization and its effects upon the world’s politics and economics, these theories describe the most important issues that people usually face while studying or working abroad and returning home (Olivas, M. & Li, C. S., 2005). Accordingly, the task of education in this situation is the teaching of people how to avoid such painful and uncomfortable phenomena as culture shock and all the issues of cultural adjustment. The above considered programs and activities implemented by Humber College, Cambrian College, Iowa Wesleyan College, City University of New York and some other educational institutions, are effective and timely steps directed at reaching these goals (Olivas, M. & Li, C. S., 2005). However, education is not the final purpose. It is only an instrument that allows a person to be sure about his or her future career in the world dominated by globalization. Internationalized education allows people to stand the competition with the representatives of other nations and be a necessary worker for many enterprises around the globe (Wood, 2005).

Interrelation of Internationalization and Higher Education

Advantages of International Education

Wide Range of Educational Possibilities

Having understood the main factors that explain the close connection between globalization and higher education and its becoming internationalized, it is necessary to stress that globalization and internationalization of education bring numerous positive results to the students and other interested people (Carnoy, 2005). Among the most significant ones such points can be mentioned as open borders allowing the students travel abroad to study, freedom of choice allowing, for example, African students to study in Europe or America, or European students to get their education in the best American universities and be employed in Asia or Africa. Also, the internationalization of higher education made it to be a demand for universities and colleges in America and Canada to reduce their tuition fees in order for more international students to be able to study in them (Newman, F., Couturier, L. & Scurry, J., 2005).

As far as in the recent decades international students have become the bulk of the population of all the American and Canadian educational institutions, the latter are interested in promoting their services and attracting as many applicants as possible. For these purposes not only the special programs for regular students from abroad are created but also the possibilities of distant education are provided for international applicants. The programs of distant study are offered by a number of the US and Canadian colleges and universities. They are cheaper in respect of the tuition fees they demand and more flexible as for the time that students studying distantly can spend on work or other self improving activities necessary to stand the competition in the globalized labor market. This aspect, and namely future career, is the main purpose of all the international students studying abroad. Due to globalization and internationalization of economic systems and industrial spheres, those with the higher levels of education and cross cultural awareness have much higher chances of being employed (Ali, 2000).

Career Prospects

In general, speaking of career prospects for international students in the era of globalization, it is necessary to put the emphasis on the point that globalized world sets new requirements to the workers, and these requirements are much stricter than they were before. These demands of the employers include such points as knowledge of one or several foreign language while the knowledge of English is almost obligatory for those pursuing high goals and dreaming of brilliant careers. Moreover, the cross cultural awareness and understanding of the modern reality in the world are demanded from the applicants for them to be employed (Ali, 2000).

Accordingly, the area of higher education transforms its activities in order to prepare qualified professionals able to compete under the new requirements. First of all, the study of English is a must in every single educational institution around the globe. Being the language of international communication, politics and business, English is the major aim of all the students planning a career in an international company either in his or her native country or abroad. Cross cultural studies are implemented in the American and Canadian universities and colleges more and more together with Human Diversity Courses and other programs all being directed at shaping culturally and politically correct personalities able to operate successfully in the modern world. Nevertheless, there are numerous cases of student resistance to globalization which is viewed by them as the major reason for poverty, homelessness and unemployment in the developing countries of the world (Rhoads, 2007).

Student Resistance to Globalization

Thus, it is rather necessary to find out the reasons for the student resistance to globalization. At first sight, it seems strange that students fight with the phenomenon that opened boundaries and presented them with the unlimited traveling and educational opportunities. However, if the detailed consideration of this phenomenon is carried out, it becomes evident that getting more thorough and profound knowledge of the events in the world and their reasons, students become more aware of the positive and negative changes that this or that process might bring (Slocum, Jenee, Rhoads, Robert A., 2008).

As far as globalization is often viewed as the reason for the increasing gap between the rich and the poor, and between the developed and developing countries, it can be stated that being educated by internationalization students receive forces to fight it in its other manifestations. In other words, globalization and internationalization of education open people’s eyes on the actual economic and political reasons of globalization (Rhoads, 2003). Consequently, those who know more feel the power to protest backed up by their knowledge.

Conclusion

So, to make the respective conclusion to the present paper, it is necessary to state that the modern world is the integrated society of human beings without borders between countries and distinctions between nations. Although, formally they still exist, the reality is that economical, political and social systems of countries are becoming more and more interconnected. Special role in this process is attributed to higher education that both develops the cross cultural awareness and internationalization and tries to conform to the demands of the modern world. Universities and colleges in the United States and Canada are on the right way of implementing programs and other measures to improve their international image and shape personalities and professionals able to work and succeed in the globalized world or comprehensive competition.

References

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Florida, R. (2002). The Rise of the Creative Class. New York: Basic Books.
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Slocum, Jenee, Rhoads, Robert A. (2008). Faculty and Student Engagement in the Argentine Grassroots Rebellion: Toward a Democratic and Emancipatory Vision of the University. Higher Education.
Weber, L. & Duderstadt, J. (2008). Globalization of Higher Education. Economica, Glion colloquium Series No 5, London, Paris and Geneva.
Wood, V. (2005). Globalization and Higher Education: Eight Common Perceptions from University Leaders. Virginia Commonwealth University.

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