Chan 1 Adrian Chan Writing 2299F Professor Eayrs August 6, 2013 Internationalization at Universities: The Good, The Bad,

The Ugly Within the university context, internationalization can be defined as the growing influx of international people and resources on campuses that not only increases the diversity and strength of a university and its research, but also creates an impact and reputation in the global higher education landscape. Internationalization can also be described as a collection of activities that infuses a university's courses, curriculum, student population, and research with an international perspective (Scott). Not surprisingly, the major players in the post-secondary world were initially created as national or regional institutions, with no mind or knowledge of the global market (Bartell 45). However, that is not to say that internationalization activities have never played a role in a university's infrastructure. Students, faculty, and staff have always transitioned beyond their campuses in search for career and research opportunities while research by nature is highly collaborative. However, these activities were not pursued with the goal of "internationalization." Now in mainstream post-secondary education, internationalization has become a buzz word to describe universities' attempts to broaden its talent and brand name beyond its national borders. As the world becomes more technologically and culturally advanced, higher education institutions must respond to these new challenges by creating globally prepared students that can thrive in today's workplaces that are filled with diverse people who think and were educated differently.

Chan 2 Internationalization encompasses a broad range of activities that serve to diversify each facet of a university's operations to reflect a global perspective. Four goals are often heavily emphasized in university strategic plans for internationalization:

1. Initiate collaborative research projects Producing impactful research can be more easily achieved through partnerships between researchers who can benefit from each other's expertise and resources. Recognizing the need for increased international collaboration, Western University grants International Research Awards to "support the cost of international research projects of modest scope (Research Western)." In addition, bringing international scholars to Western can contribute to projects currently conducted by Western faculty. To recruit these talented researchers, Western awards funding for faculties to bring in international scholars for short to medium term visits through the Visiting University Scholar Program. Universities recognize that its researchers have come from or trained abroad and thus bring global and enriched experiences. Through this diversity, universities hope to expand research programs that serve the global community of scholars.

2. Recruit international students at both the undergraduate and graduate levels In addition to researchers, universities recruit international students to create a diverse campus that prepares its students for the global market. As expressed by both students and employers, the modern workplace consists of various members who are enriched by different cultures, think differently, and trained in disciplines taught in diverse global contexts. Therefore, it is imperative to be able to collaborate and work effectively in such teams, to which universities have responded by increasing the diversity of their campuses. For example, the University of Toronto

Chan 3 boasts a total of 9,099 international students as of 2010, representing 11.8% of total enrolment (University of Toronto Student Indicators 2011) while McGill has 8320 international students representing approximately 21% of total enrolment (Enrolment Services).

3. Develop exchange and study-abroad programs Many universities offer student exchange programs for students to study abroad in partner universities. Exchange programs are highly promoted to give students an opportunity to study in a different environment where they can gain an awareness and appreciation for different cultures. While on exchange, students become more familiar with the local culture and customs, build long-lasting friendships, and expand their international skills and perspective which they bring back to share with the university community.

4. Create and facilitate opportunities to engage in international development activities. Lastly, students benefit from a curriculum infused with an international perspective because of the growing importance of thinking globally and embracing different ways of approaching problems. Universities recognize that students want the cross-cultural competencies necessary to remain competitive in the global market so there is a growing trend in creating such curriculums. For example, Western grants an International Curriculum Fund to support and encourage faculty to develop courses that incorporate "substantial international and intercultural components that promote the development of cross-cultural competencies (International Curriculum Fund)." Other university initiatives include establishing international centers on campuses and promoting awareness and interest for international learning. Western currently has the International and Exchange Students' Centre that offers a full range of services and programs

Chan 4 catered to meet the needs of international students as well as to promote cross cultural interaction between domestic and international students. Similarly, the University of Toronto has the Centre for International Experience that offers unique programming for international students such as Orientation Week, Transition Advising, and an English Communication Program. With an established hub for international activities on campus, universities are able to specifically welcome its international students and house dedicated offices and work space for raising and promoting a university's international profile. With a central location, different departments and programs can leverage each other's strengths to expand the university's current international portfolio. So why are all universities pursuing internationalization? Previously, the need for internationalization of campuses and curriculums was seen as non-essential and more of a proactive, optional tool for increasing a universitys strength in research and student experience (Bartell, Marvin). But this narrow perspective has changed as universities recognize that boundaries for post-secondary education options have lifted and the growing complex economic, political, and technological markets around the world demand global citizens who are equipped with a global perspective and trained in cross cultural team working. The growing train of thought in any work context is creativity and innovation through diversity. And this makes sense; if an entire team of workers grew up with the same values, went through the same educational system, and graduated with the same programs and degrees, how can new ideas arise from such a homogenous team of people? As the world becomes increasingly connected, universities must adapt to this competitive landscape to meet the needs of its stakeholders, faculty, staff, and most importantly, its students.

Chan 5 Vigorous academic exchanges facilitate stronger scholarship and social and economic capacity. It is hoped that by recruiting these international professors and students who have a diverse set of skills and experiences, they will stay in Canada to contribute to and drive the workforce in terms of innovation and economic growth. A study commissioned by the Department of Foreign Affairs and International Trade found that in 2010, international students in Canada "spent an excess of $7.7 billion on tuition, accommodation, and discretionary spending (International Education Strategy)." In addition, 75% of Canada's workforce growth now comes from immigrants; it is expected to reach 100% by the end of the decade (International Education). According to the Forum of International Trade Training, Canada is currently experiencing a gap between what international trade requires and what the country's workforce can supply (HR Reporter). While this report specifically focuses on the international trade industry, it is important to note that recruiting foreign talent to improve the quality of the workforce is crucial for any country seeking to drive economic growth. Canada in particular is seeking to aggressively address this talent shortage, recognizing the importance of internationalization. Although internationalization is important for a university's student experience and research output, there are also consequences. Critics within academia note that internationalization is "compromising the vision and purpose of higher education (Kamara "Internationalisation opens up new debate")." Universities are investing resources and funds to recruit more students while neglecting to develop the appropriate resources to support these students (Kamara "Internationalisation - the other side"). Universities can easily fall into the trap of simply recruiting more international students for the sake of credibility, but bringing diverse people onto campuses, as universities are learning, does not necessarily result in the immediate

Chan 6 innovation and creativity they had so hoped for. Proper infrastructure is needed to facilitate strong interaction between international and domestic students to foster cross cultural understanding and team work. International students do bring new skills and different ways of thinking, but they also face cultural, academic, and financial barriers that undermine their ability to contribute to the university environment, and in the long term, the Canadian labour market. Although Canada has recognized more international students are needed, more discussion and emphasis should be placed on building the appropriate resources to allow international students to thrive in a Canadian learning environment. Ethical concerns pertaining to international student recruitment also blur the benefits of internationalization. In many university strategic plans, such as Western's 2006 Engaging the Future plan, only the most impactful countries are targeted for student recruitment. American universities and colleges in particular are being recognized as over-reliant on select countries for international recruitment, such as China, India, and South Korea (Kono). According to a report by World Education News & Reviews, almost one in two international students in the United States are from China, India, or South Korea (Choudaha and Kono). As a result, many American (and Canadian) universities are ironically becoming more ethnocentric, blinded by the easily attainable student enrollment. This hampers the university's purposes for internationalization, which is to create a culturally diverse learning environment. For example, in a controversial article (previously) titled "Too Asian," a proportion of high school students specifically avoided the University of Toronto because of its high Asian population and overtly academic (and stressful) environment (Maclean's). The University of Waterloo also suffers a similar predicament, in fact having two math and computer science buildings (MC and DC) nicknamed "Mainland China" and "Downtown China" because of its huge Asian population enrolled in these

Chan 7 programs (Too Asian). To strive for academic excellence and instill global awareness in university students, the radar for international recruitment must be broadened in order to create a more diverse campus; the world is more than just China, India, and South Korea. Many critics chide the profit motives behind international student recruitment due to the expensive international tuition fees charged but this is actually a myth that universities reap more profits from international students than domestic students (personal communication). To decrease the financial barrier, the government subsidizes domestic tuition fees (otherwise, these fees would have the same cost as international fees). Since the provincial government only sponsors domestic students, universities must charge international students higher fees to reflect this so in the end, the profit margins from both fees are the same; only the payee (the government or the student) differs. Moving forward, many proponents of internationalization recognize that international people on university campuses enrich the student experience and allow domestic students to meet and work with different-minded people. Not only can Canada benefit from the influx of foreign talent, but also individual universities can produce high-quality research and more wellrounded students. But too much of anything can be counterproductive, as seen by the recent surges in primarily Chinese international students (McMurtrie). The purpose of internationalization is to create a campus that values and encourages innovation through diversity, and this cannot be achieved unless the pool of students is well-represented from other countries as well. Other emerging student markets identified include Saudi Arabia, Brazil, Vietnam, and Turkey (Choudaha and Kono), so international recruitment should also focus on these countries. Despite these criticisms and areas of improvement, many students, employers, and university leaders would agree that internationalization broadens a university's position in the higher

Chan 8 education community, facilitates knowledge and skill transfer, and produces more well-rounded students and superior research. The partnerships and relationships formed with international people is beneficial for both students and faculty and supports the shared vision that isolation and conformity does not work anymore in this global marketplace; the magic happens when you are challenged by your culturally-diverse peers, and this is something that universities should encourage.

Chan 9 Works Cited Bartell, Marvin. "Internationalization of universities: A university culture-based framework." Higher Education 45 (2003): 43-70. Web. Choudaha, Rhaul, and Yoko Kono. "Beyond More of the Same." World Education News & Reviews Oct. 2012. Web. 6 Aug. 2013. "Engaging the Future." The University of Western Ontario, 22 Jun. 2006. Web. 6 Aug. 2013. Enrolment Services. McGill University, 2012. Web. 6 Aug. 2013. HR Reporter. "Gaps in Canada's workforce pose a threat to international trade." HR Reporter 4 Apr. 2013. Web. 6 Aug. 2013. International Curriculum Fund. The University of Western Ontario. 6 Aug. 2013. International Education: A Key Driver of Canada's Future Prosperity. Foreign Affairs, Trade and Development Canada, 2012. Web. 6 Aug. 2013. International Education Strategy. Government of Canada, 2013. Web. 6. Aug. 2013. Kamara, Abu. "Internationalisation opens up new debate on purposes of universities." University World News 16 Feb. 2013. Web. 6 Aug. 2013. Kono, Yoko. "Using Social Media to Recruit in Emerging Markets." World Education News & Reviews Nov. 2012. Web. 6 Aug. 2013. ---."Internationalization - the other side of the story." University Affairs 20 Aug. 2013. Web. 6 Aug. 2013. Maclean's. "Merit: the best and only way to decide who gets into university." Maclean's 25 Nov. 2010. Web. 6 Aug. 2013. McMurtrie, Beth. "China Continues to Drive Foreign-Student Growth in the United States." The Chronicle of Higher Education 12 Nov. 2012. Web. 6 Aug. 2013.

Chan 10 Research Western. The University of Western Ontario. Web. 6 Aug. 2013. Scott, Peter. "Universities are all 'internationalising' now." the guardian 7 Jun. 2011. Web. 6 Aug 2013. ""Too Asian"? - Maccleans.ca on Canadian Universities." Frankly at a Glance, 11 Nov. 2010. Web. 6 Aug. 2013. University of Toronto Student Indicators 2011. University of Toronto, 2011. Web. 6 Aug. 2013.