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Internationalization of Higher Education Institutions Using Advanced
Technology Integration
Carol Hall
Marianne Justus
School of Advanced Studies
University of Phoenix
United States
drcarolr@email.phoenix.edu
mjustus01@email.phoenix.edu
Abstract: This paper addresses methods and processes that higher education institutions may consider
in order to increase international enrollment while ensuring a productive and meaningful learning
experience. The United States is currently the leading institution for foreign students to complete a
post-secondary education. While language of instruction is a primary factor in the choice of
institution, equally important is the opportunity to obtain skills and knowledge needed to be
productive members of a diverse global society. The strategies and delivery modes discussed in this
presentation may provide a mechanism by which the curriculum can be internationalized while
preparing students for globalization. Included is a discussion of how advanced technologies can be
used to increase access and flexibility in the development of employable, global skill-sets.
Introduction
Education is a service sector authorized under the General Agreement on Trade in Services, which is part
of the treaty of the World Trade Organization. Importing fee-paying, foreign students and exporting educational
programs is a lucrative area of expansion for colleges and universities. Most international students attending school
in a foreign country pay for their own education and generate income for the country in which they attend school
(Altback, 2004, p. 12). Should the same students attend online classes in their own countries, the monies generated
for the country providing the classes would be considerably less; however, the higher education institution would
still benefit from tuition and fees. Student costs would be less because excess travel and living expenses would be
eliminated. For some higher education institutions, a system for engaging these students in their own countries is
already in place. Other institutions are in the process of establishing an online system. Internationalization of
higher education institutions may serve as a means to many ends.
Alternatives to Attract Students
The United States is the leading destination for foreign students to earn a post-secondary education degree
(Choudaha & Chang, 2012). While many students choose an institution based on the institution's reputation and
program offerings, the language of instruction is also of importance. The English language is taught in lower
secondary level in over 100 foreign countries (Crystal, 2003). Altbach, Reisberg, and Rumbley (2009) reported a
53% increase between 2000 and 2007 in overall global higher education enrollments. Higher education enrollment
in the United States in fall 2011 was 21.554 million (Redd, 2012). The question is how does a U.S. higher education
institution attract and retain foreign students while assisting students obtain the skills and knowledge needed to be
productive members of a diverse, global society. "Leveraging advanced technologies to put education within the
reach of more distant populations" (EIU, 2008, p. 4) and internationalizing the curriculum to accommodate more
diverse audiences may be the answer. According to a 2008 survey of academia and the corporate sector conducted
by the Economist Intelligence Unit (EIU), 54% of academic respondents stated branches of their institutions are
established in foreign countries or soon will be. Distance education, on the other hand, has become a viable
alternative means for higher education institutions in the United States to reach foreign students. To attract more
corporate partnerships and engage more students, use of advanced technologies to increase access and flexibility
will be essential.
International Dimensions in Higher Education
Through an analysis of internationalization in higher education, a wide range of international dimensions
can be seen (Altbach & Teichler, 2001; de Wit, 2002; Knight, 2004; OECD, 2004; van der Wende, 2001).
Important reasons for internationalizing curriculum at universities are to graduate students who are internationally
knowledgeable and socially responsible, to form joint ventures and associations with key institutions abroad, and to
generate additional sources of revenue for the higher education institution (Tunney & White, 2008). Based on a
study by Fuller (2009), higher education faculties internationalize curriculum rather than the university adapting
curriculum. Seventy-six percent of the respondents in the Fuller 2009 study indicated they promote the sharing of
personal and cultural experiences, knowledge, and skills by students in class discussions and assignments while
other respondents expressed they lack the time and resources to internationalize curriculum.
Tunney and White (2008) indicated strong institutional support structures along with partnerships and
linkages to international institutions need to be developed to encourage internationalization. Instructors need to be
encouraged to use the following strategies:
·assignment of work that challenges student assumptions and biases
·projects encompassing international or intercultural case studies or role plays
·formation of international student study tours
·institution of joint ventures and associations with key institutions abroad
Each higher education institution must choose its own approach to internationalization in keeping with its
mission, programs, students, and resources. The purpose of this paper is to gather ideas focusing on the imperative
of internationalization and ways higher education institutions can prepare for globalization.
Internationalizing Online Curriculum
According to Lee & Kim (2010), the manner in which students learn has shifted from a focus on the
individual toward a community-based approach as advanced technology use increases. While an important goal for
post-secondary learners is to obtain job skills, learners are also realistic with regard to the importance of life-long
skills as opposed to specific job training. This impetus is unlike previous generations in which employees
commonly stayed with an employer and their dedication and hard work was rewarded with long-term employment
and advancement opportunities within the company. As global markets become increasingly integrated, the more
workplace change will require new perspectives on employable skill-sets in order to remain competitive in the future
workforce (EIU, 2008). Mahani (2012) determined in his review of multi-disciplinary literature that students now
are more focused on “transformational learning activities that involve advanced technologies, and focus on research,
creative thinking, community service, global and cultural appreciation and health and wellness awareness.” (p. 219).
Advanced Technologies and Transformational Learning
An instructor may internationalize online curriculum by adapting curricular strategies, which is changing
the methodologies used to deliver information; adapting teaching materials, which is changing resources used to
teach concepts; adapting curricular content, which is changing the actual content taught to meet the cognitive needs
of the students; and adapting assessment practices, which is changing the appraisal tool used to evaluate students
(Bashinski, 2002).
By adapting curricular strategies, teaching materials, curricular content, and assessment practices,
instructors can best facilitate student learning while internationalizing curriculum.
U.S. universities are increasingly leveraging advanced technologies to reach the global community. Advanced
technologies, often referred to as Web 2.0 technologies, fall under the umbrella of cloud computing and have
provided learners with a limitless number of ways in which to connect, to collaborate, and to construct knowledge.
Higher education institutions may find such tools valuable in curricular adaptation for internationalization. For
example, cloud computing utilizes blogs, wikis, Google docs, and social networking sites such as Facebook, all of
which are accessible by most international learners. Nelson, Christopher & Mims (2009) stated that such
technologies provide students with the experiential and transformative learning they are seeking, and they allow
educators to create a student-centered classroom that focuses on students’ interests, skills, and abilities. Universities
seeking to add foreign locations or augment their foreign student enrollment at home can benefit from these
resources because they "are delivered on demand to external customers over the Internet” (Foster, Zhao, Raicu, &
Lu, 2008, Defining Cloud Computing, para. 1). Use of Cloud computing technologies allows students to share and
collaborate on projects seamlessly (e.g., for discussion, reflection, peer and group assessment, and editing of
assignments) lessening the technical support requirements for the institution. According to Nelson et al. (2009),
"Instructors promote deep understanding, solve problems creatively, and transform thinking . . . by using task
appropriate technologies” (p. 82).
Whether face-to-face or online, the intercultural communication process is a sensitive and intricate venture.
In addition to the genuine commitment, trusting relationships, tolerance and mutual respect, intercultural
communication success depends also on reciprocal sharing of knowledge and use of context sensitive
communication means. Post secondary institutions can enhance these opportunities for their learners by providing a
learning environment that supports individually paced learning and transparent, intuitive learning management
platforms (EIU, 2008). The goal is to expand outcome-based learning opportunities and provide alternative learning
experiences while maximizing enrollments and resources. Curriculum that has provided an opportunity to integrate
multiple technologies allows educational institutions to be responsive and nimble while protecting themselves
against major shifts in application or newer technologies that accomplish the task more effectively. As predicted by
Picciano (2001), when distance learning was just entering the forefront of flexible learning options, “flexibility with
cognizance to major trends will best serve planning activities for distance education” (p. 62).
Internationalizing the curriculum assists student in acquiring the knowledge, attitudes, and skills needed to
function within and across diverse cultural groups (Banks, 1997). Web 2.0 technologies give diverse learners an
opportunity to communicate outside the structure of forums in a learning management system. Over the progression
of a course, learners begin to perceive the community as “a more intuitively understood, relationship-based
construct” (Conrad, 2005, p. 7) allowing students to rely less on friends and family for support and more on their
peers. The social dimension being mediated by the technology helps to build a sense of community among global
learners, enhancing social presence which in turn has a positive relationship with satisfaction in online learning
(Gunawardena, 2000) and perceived learning (Picciano, 2002). To attract and retain foreign students to online U.S.
higher education institutions successfully, colleges and universities must have the flexibility to transform learning in
a manner that allows the global learner to develop cultural competency – a set of skills the future workforce will
demand.
Cultural Competency
According to Russo and Osbourne (n.d.), students who possess cultural competency have diverse
worldviews, grasp international dimensions in their field of study, communicate effectively across cultures or in a
foreign language, display adaptability and cultural understanding, and maintain global competencies. Economides
stated, “Learners with diverse cultural backgrounds may have divergent modes of communicating, interacting, and
working” (2008, p. 244). To attract foreign students to online U.S. higher education institutions, colleges and
universities must embrace curricula designed to facilitate the evolution of the diverse, global student. Higher
education institutions can add student exchange programs, study abroad programs, dual diploma programs, and other
types of programs along with bridge courses to prepare students for these transitions. Curriculum departments can
build opportunities for students to interact with one another in class discussions. Case studies from outside the
United States can be highlighted as well as discussions of authors from various areas promoted. Students can be
required to analyze ways the world is viewed through the eyes of others.
To be culturally competent, students must acquire sensitivity to other people's languages, an understanding
of the nuisances and backgrounds of other people, knowledge of varying values of different people, and a
willingness to be open-minded and non judgmental. To build culturally competent students, instructors encourage
students to learn about themselves, their beliefs, and their values; learn about different cultures through discussions
and research; interact with diverse groups on team projects and assignments; and attend diverse-focused conferences
and meetings (Brownlee & Lee, 2012). Advanced technologies allow for the creative expression of cultural
competency in the classroom and beyond.
Conclusion
Perhaps the first step toward answering how a U.S. higher education online institution attracts and retains
foreign students while assisting students in obtaining the skills and knowledge needed to be productive members of
a diverse, global society is by including internationalization in the educational mission of the institution. The next
step may be integrating advanced technologies to deliver established curriculum. Last, "curriculum development in
general, and internationalization of curriculum in particular, present us with critical opportunities to create the 'new
kind of education'" (Vainio-Mattila, 2009, p. 100), one that focuses on transformational learning activities that
reflect the needs of the global community. Technological advances provide the means for taking advantage of these
opportunities.
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