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DOCUMENT RESUME

ED 421 940 HE 031 478

TITLE Educating for Global Competence. America's Passport to theFuture.

INSTITUTION American Council on Education, Washington, DC. Commission onInternational Education.

PUB DATE 1998-00-00NOTE 28p.

AVAILABLE FROM American Council on Education Fulfillment Service,Department 191, Washington, DC 20055-0191; phone:301-604-9073 ($10 plus $3.50 postage).

PUB TYPE Opinion Papers (120)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Federal Government; Federal Programs; Futures (of Society);

*Global Approach; Government Role; *Government SchoolRelationship; Higher Education; International Education;Local Government; *Partnerships in Education; *SchoolBusiness Relationship; *School Community Relationship; StateGovernment

ABSTRACTThis document advocates for a partnership of higher

education with government and business to support the development of aglobally competent citizenry. An executive summary summarizes the roles ofeach member of this partnership: (1) the federal government, which shouldsupport existing effective programs, leverage state and private resources,and ensure that necessary international expertise is available; (2) state andlocal governments, which should provide incentives and reward colleges anduniversities that add an international dimension to their curricula; (3) thebusiness community, which should encourage the hiring and development ofinternationally competent staff and cooperate with colleges and universities;and (4) colleges and universities, which should actively seek partnershipswith business and government to develop new forms of education appropriate toa global economy. Chapter 1 offers a broad look at the global context andglobal trends. Chapter 2 addresses the role of higher education in humanresource development. Chapter 3 offers an agenda for stakeholders andincludes lists of key federal programs and existing partnerships betweencorporate, higher education, and governmental sectors which promoteinternational competence. (Contains 12 references.) (DB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

uca-Enor G ob

America's Passportto the A'uture

AMERICAN COUNCIL ON EDUCATIONCOMMISSION ON INTERNATIONAL EDUCATION

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Educatinfor Global

CompetenceAmerica's Passportto the Future

Endorsed by:

American Association of Community Colleges

American Association of State Collegesand Universities

Association of American Universities

The College Board

NAFSA: Association of International Educators

National Association of Independent Collegesand Universities

National Association of State Universitiesand Land-Grant Colleges

AMERICAN COUNCIL ON EDUCATIONCOMMISSION ON INTERNATIONAL EDUCATION

Copyright 1998

American Council on Education

All rights reserved. No part of this book may bereproduced or transmitted in any form or by any means

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5

AMERICAN COUNCIL ON EDUCATION III

Table of Contents

Foreword v

Executive Summary vii

The New Global Context 1

Higher Education's Role in Developing Human Resources 5

The Stakeholders: An Agenda for Action 11

Endnotes 17

6

AMERICAN COUNCIL ON EDUCATION v

Foreword

1n 1995, the American Council on Education's Commission on Inter-national Education issued Educating Americans for a World in Flux.'Through ten "ground rules" for internationalizing higher education,it urged colleges and universities to prepare a new generation ofAmericans capable of both understanding the transformationsunderway in the modern world and leading them.

This report of the Commission, Educating for Global Competence:America's Passport to the Future, addresses a different audience: those in thenation's economic, business, political, and non-profit sectors. Its objective isto demonstrate the importance of international education cooperation anddevelopment to the nation's economic and political future. It also aims toinform public and corporate leaders of the many campus resources availableto them to enhance their global agendas.

The report addresses new realities of economic competitiveness andnational security in a global context. It acknowledges the emerging globaleconomy in which there are multiple players and in which technological,environmental, health, and demographic issues cross borders. It calls for newpartnerships among higher education, business, and government at the fed-eral, state, and local levels to ensure a globally aware and competent citizenry.

The document resulted from extended conversations among members ofthe Commission and between Commission members and many other expertsand groups, including those who have endorsed the statement.

7AMERICAN COUNCIL ON EDUCATION vII

ExecutiveSummary

merica's future depends upon our ability to develop a citi-zen base that is globally competent. Our nation's place inthe world will be determined by our societywhether it isinternationally competent, comfortable, and confident.Will our citizens be competent in international affairs,comfortable with cultural diversity at home and abroad,

and confident of their ability to cope with the uncertainties of a new age anda different world?

The United States needs many more people who understand how otherpeoples think, how other cultures work, and how other societies are likely torespond to American actions. Whether the issues involve Europe, Asia, Africa,or Latin America, whether they touch on diplomacy, security, foreign affairs,or commerce and finance, global competence will enhance America's worldleadership role.

Higher education has a leadership role to play in developing a globallyliterate citizenry and workforce. International curricula, exchange programs,and development cooperation programs in our colleges and universities ad-dress this goal. They enlarge students' understanding of the world beyond ourborders and improve foreign awareness of our institutions and values. They areinvestments in the nation's future, developing both experts and globally awarecitizens who help build a more prosperous America and a safer world. In theface of massive economic, political, and technological transformations world-wide, such initiatives are needed now more than ever before.

This document advocates a partnership of government and businesswith higher education that will support and strengthen the development ofa globally competent citizenry. Each partner has its own responsibilities inthis task.

The federal government must support an international educationagenda that can ensure that America's ability to exercise world leadership isstrengthened as the new century dawns. Such an agenda must adequately fund

vill EDUCATING FOR GLOBAL COMPETENCE

8

existing effective programs, lever-age state and private resources, andensure that the international exper-tise and research needed to respondto global challenges-whenever andwherever they develop-are availablewhen needed.

State and local governmentsshould provide incentives and re-ward colleges and universities thatadd an international dimension totheir curricula and that prepare thenext generation of globally compe-tent teachers as well as a workforcecapable of competing in globalmarkets.

The business communityshould signal the importance ofinternational education by empha-sizing that it will hire people whoare internationally competent andby providing increased opportuni-ties and incentives to encourageemployees to become so. Corpora-tions will benefit by cooperatingwith colleges and universities tocreate new approaches to interna-tionalizing curricula and by provid-ing opportunities for students towork and study abroad.

Colleges and universities muststrengthen their commitment to

provide to all students an educa-tion that is relevant to the globaleconomy and society of the 21stcentury and to continue to providethe knowledge and expertise thecountry needs. They must devotetheir own resources to the endeavorand actively seek partnerships withbusiness and government. Collegesand universities have a great deal todo if they choose to take seriouslythe task of preparing their studentsfor a global society. New thinking,different rewards, and revised struc-tures for teaching and learning willbe needed-no small task even forthe most energetic and forward-looking institutions. Yet many insti-tutions are dedicating themselves tothese tasks.

As the nation approaches a newcentury, Americans can agree thatwe want a more prosperous society, ahealthier planet, and a world that ismore just, secure, and free. In part-nership with government and thecorporate sector, our colleges anduniversities can help Americansdevelop the global competence to bemore effective and productive work-ers and better citizens of the nationand the world.

9AMERICAN COUNCIL ON EDUCATION I

CHAPTER ONE

The iN ewGlobal Context

rfhat we live in a "global village" has become a truism. Yet manyAmericans do not realize how their security, their health, andtheir very livelihood depend on global systems. As the worldundergoes massive, traumatic, and sweeping transformationsin politics and the economy, international education is moreimportant than ever. Because the confrontation between cold war

superpowers is being replaced by multiple regional, ethnic, tribal, and religiousconflicts, traditional diplomatic, economic, and military assumptions no longerwork.

International trade,

investments, and

tourism account for

more than 15 million

civilian jobs.

Familiar American trade with Europe is being matched by new economic ex-changes with the Pacific Rim. Five million Americans now work for foreign-ownedcompanies situated on U.S. soil, and international trade, investments, and tour-ism account for more than 15 million civilian jobs.2

While international tensions will still arise from traditional concerns aboutmarkets and raw materials, some will grow out of our newly acknowledged inter-dependence regarding the environment, health, refugees, and human rights.3

New Concepts of Security

From the neatly defined bipolar structure of the cold war to today's complexmultipolar structure, economies, societies, and politics are simultaneously moreglobal and more regionally integrated. Traditional political and military threats toAmerican security are now augmented by newer and less familiar challenges, suchas terrorism, regional conflict, and the global organization of crime and narcoticstraffic.

Worldwide free trade and sustainable development, increasingly important toAmerican prosperity, are less likely to flourish in undemocratic nations. Ameri-cans have come to understand that our national security depends on efforts todefend human rights and support democratic values around the world. Just adecade ago, few believed that apartheid in South Africa could be ended

2 EDUCATING FOR GLOBAL COMPETENCE

1 0

Every additional$1 billion in American

exports is estimated to

create 20,000 new

domestic jobs.

Internationalstudents studying atTulane University in

1994-95 contributed

more than $23 million

(including tuition) to the

state economy. In 1995,

international students

and their dependents

spent more than $11

million on non-tuition

expenditures.

Foreign students

generated a nearly

$7 billion services trade

surplus for the United

States in 1993; nearly

one-third of the world's

1.2 million international

students are in the

United States. According

to the U.S. Department

of Commerce, these

enrollments create

more than 100,000 jobs.

or that the wall dividing Berlin wouldcome down in this century. Yet thesetriumphs of democracy undoubtedlyhave advanced human rights and madethe world a safer place for all. The ca-pacity of the United States to sustain itsrole as a champion of freedom and de-mocracy requires continued attentionto humanitarian concerns.

These new security issues signifi-cantly affect the quality of American life.Civil strife in Bosnia, Herzegovina, orthe Middle East puts the men andwomen of the American military andtheir families in harm's way. Interna-tional terrorism and organized crimedirectly threaten American citizens.4

And the international narcotics industrydisrupts many of our cities and towns.

Issues mdthout Borders

The scope, complexity, and speed offactors in international affairs, such asenvironmental change, epidemics,refugee migrations, the march of tech-nology, and the search for commercialadvantage, have intensified. Knowl-edge and understanding of othercountries and cultures are prerequisiteto the international collaborationrequired to address such global andregional problems.

The environment. Acid rain, threatsto water tables and international fisher-ies, destruction of rain forests, toxicwaste, pollution from industrial andautomobile byproducts, and damage tothe ozone layer respect no boundaries.They are so fundamental to the well-being of every nation and people thatthe heads of state of 120 nations met in1992 in Rio de Janeiro to discuss themat the Earth Summit.

Population growth. The world'spopulation is expected to doublein the next 50 years, with 90 percentof the growth occurring in developingcountries.5 Sustainable developmentmust meet increasing demands forwater, food, energy, and natural re-sources. Conserving the environmentwhile breaking the poverty cycle in thedeveloping world is both an interna-tional and a local challenge.

Refugee and immigrant migrations.Movement of peoples within regionsand across national boundaries contin-ues unabated. Refugees are evidence ofmisery, want, and conflict in manyparts of the worldwhether they arepeople from Haiti in the United States,Rwandans in The Democratic Republicof the Congo, Kurds in Iraq, or Pales-tinians in Jordan. Immigrants fleeingrepressive regimes, civil strife, or pov-erty both enrich society and place in-creased demands upon state and citygovernments. Turkish "guest workers"in Germany and Asian and LatinAmerican immigrants in the UnitedStates take jobs others refuse, but theyoften evoke a backlash of communitytension and prejudice.

Health issues. As goods and peoplemove among the continents, diseasescannot be confined within geographicborders. Global cooperation on healthissues is an emerging new imperative.

Science and technology. Rapidlydeveloping technologies, includingcomputers, satellite and fiber opticsystems, and the Internet, are wiringtogether the peoples of the world. Asinformation becomes the new rawmaterial of commerce and diplomacy,familiarity with several languages is

the key to primary source materials.International cooperation in a host ofareas, ranging from public health tothe environment, depends on a poly-lingual citizenry.

Emerging Economic Realities

International forces are most evidenton the economic front. Massive newmarkets are both redefining the globaleconomy and reshaping business, life,and work at home and abroad. Multina-tional trade agreements integrate theinternational economy along regionalor global lines. The General Agree-ment on Tariffs and Trade (GATT), theAsian Pacific Economic Consortium(APEC), the North American FreeTrade Agreement (NAFTA), and theEuropean Union (EU) have powerfulimplications for the Americaneconomy.

Job creation in the United Statesand the vitality of its local communitiesdepend increasingly on trade. By 1993,10.5 million Americans' jobs were sup-ported by U.S. exports.8 In the firsthalf of this decade, according to thelate Secretary of Commerce Ronald H.Brown, U.S. exports accounted formore than one-third of American eco-nomic growth.7 The number ofexport-related jobs grew six timesfaster than total employment;export growth created more than1.1 million new American jobsbetween 1990 and 1993.8

International trade in servicesis growing even more rapidly in ournewly wired world. For example,the international reach of finance in-creasingly brings nations and peoplescloser together. The rapid flow ofcapital among nations, consumers'

immediate access to cash through ATMmachines, and instantaneous marketresponses to capital and currencychanges around the globe signify oursmaller, more interdependent world.

Multiple Players

States, counties, cities, and local com-munities increasingly understand thattheir economic future is linked to de-velopments elsewhere. Changes inChinese dietary preferences attract theattention of ranchers in Montana.Ukrainian harvests affect wheat farm-ers in Kansas. Aging equipment at AerLingus or Japan Airlines is an opportu-nity for airplane manufacturers inWashington. The strength of the yenand the Mark affect auto makers inMichigan as well as their dealers andsuppliers across the country. Ripplesfrom international developments suchas these spread to all parts of theUnited States.

State and local governments inrecent decades have taken an activeinterest in international issuesespe-cially trade concerns. According torecent figures from the U.S. Depart-ment of Commerce, 94 major metro-politan areas reported export gains of$1 billion or more in 1995 (up from 77cities in 1994), with Detroit (automo-biles), New York City (primary metals,including gold), and San Jose (comput-ers and electronic products) leadingthe way.9 All levels of American gov-ernment need stronger trade and cul-tural ties with nations in many partsof the world.

Throughout the state

of Georgia, area

councils that sponsor

study abroad programs

have been established

with state support;

junior faculty have

received Chancellor

Awards from the

university system to

pursue work in China,

England, and South

Africa.

The Maricopa

Community Colleges inArizona provide training

programs for business

and industry professions

from Chengdu, China,

relying on mostly pro-

bono contributions from

the City of Phoenix and

area businesses such

as Motorola. This

partnership illustrates

how resources can be

leveraged from private

and public sectors and

higher education for

global development

cooperation.

CHAPTER TWO

Higher Education'sRole in DevelopingHuman Resources

rirhe challenges of global transformation in national security, for-eign policy, competitiveness, the environment, public health,population control, and the eradication of want and miseryresulting from famine, natural disasters, or population disloca-tions call for many more U.S. citizens with in-depth expertiseand knowledge of other nations, including their languages,

cultures, and political, economic, and social systems.The human resource implications of this transformed world have begun

to surface throughout the public and private sectors:

American diplomacy and national security depend on access to scholars withadvanced training in the languages and cultures of the world. When crises erupt,it is too late to create the expertise that could have forestalled or better managedthem. A 1995 survey of foreign language needs at 33 federal agencies concludesthat the agencies have more than 34,000 positions that require foreign languageproficiency, including more than 20,000 positions in the defense and intelligencecommunity.

Corporations also require global competence to manage production andmarkets. According to a recent survey, 86 percent of corporations report thatthey will need managers and employees with greater international knowledge inthe decade ahead.1°

States and localities are new players in the international arena. Since 1985,most states and many cities have conducted trade missions to foreign countries;several have established permanent offices overseas.

These developments and others point to the need for sustained attentionto the human resource requirements of the global village. For reasons of bothstatecraft and commerce, the United States needs many more people who havemuch more knowledge in many more disciplines about the internationalchallenges of the new century.

According to a recent

survey, 86 percent of

corporations report

that they will need

managers and

employees with

greater international

knowledge in the

decade ahead.

A 1995 survey

of foreign language

needs at 33 federal

agencies concludes

that the agencies

have more than

34,000 positions

that require foreign

language proficiency,

including more than

20,000 positions

in the defense and

intelligence

community.

If such knowledge and people areto be found, the nation's institutions ofhigher education must produce them.The nation's campuses are uniquelypositioned to respond to urgent na-tional needs by:

developing the global literacy oftheir graduates through the interna-tional dimensions of the curriculum;

creating community outreach pro-grams to help explain global develop-ments to the American people;

developing experts and leadersthrough graduate programs;

conducting research on global is-sues, world areas, and internationalbusiness;

providing first-rate foreign languageinstruction and research;

supporting international exchangesof students and faculty; and

conducting the research that con-tributes to global well-being and thedevelopment of poor nations.

In each of these areas and others,the United States can draw on theworld-class resources of its college anduniversity campuses.

A Global Curriculum

By adding international dimensionsto their curricula and internationalexperts to their faculties, the nation'scolleges and universities have becomea major resource for preparing thepeople of the United States for theglobal challenges confronting them.

Thematic, multidisciplinary pro-grams, such as environmental studiesor conflict resolution, are infusinginternational dimensions into tradi-

tional disciplines. A growing numberof universities have established inter-national business programs that re-quire knowledge about the culture andfluency in the language of a particularcountry or region. In the past fewyears, several institutions have ex-panded such programs to engineeringand other fields.

Graduates who can function effec-tively in a global environment can pro-vide direct benefits to businesses,helping them access emerging interna-tional markets, supporting the exportefforts of small and mid-size companiesthat have become the greatest sourceof new jobs in America.

International courses, languagetraining, and experiences in othercountries are also vital to teacher train-ing. Teachers with such expertise willbetter understand the world and therole of the United States in interna-tional affairs.

New emphases on the internationaldimensions of curricula support highereducation's public service function,enabling better outreach to primaryand secondary schools, the commu-nity, the media, and government. Intimes of diplomatic or military crisis,the media search for academic expertsto interpret events as they develop andto explain their significance to an anx-ious public. During the Persian GulfWar, for example, American universi-ties supported extensive efforts to in-terpret and explain events to bothgovernment personnel and members ofthe public. One university conducted aworkshop for its state's National Guardand made more than 100 presentationsto the media. Another institution orga-nized briefings on the complex inter-play of culture, politics, and national

rivalries in the Middle East for theFederal Bureau of Investigation andthe Immigration and NaturalizationService."

Producing Experts and Leaders

Highly specialized graduate programsin the languages and cultures of spe-cific world areas create and maintainthe expertise and research base re-quired to support day-to-day Americandiplomacy and the development ofdefense and foreign policies in a chang-ing world. University centers in foreignlanguages, area studies, internationalstudies, and international businessand university schools of internationalaffairs are the primary sources of for-eign language- and area-trained stafffor government agencies, includingthe Department of Defense, the De-partment of State, the Central Intelli-gence Agency, the U.S. Agency forInternational Development, and theU.S. Information Agency. Graduates ofthese programs also assume leadershippositions in education, journalismand broadcasting, the corporate world,and the non-profit and philanthropicsectors.

These programs are the primarysource of national expertise on non-European countries; sometimes theyare the only source of such training andresearch. They maintain national ex-pertise in such little-known languagesas Tajik, Ozbek, and Kazak, and insuch countries as Uzbekistan andKazakhstan (a newly independent re-public, which is now a global nuclearpower). However, recent studies esti-mate that the number of experts inthe pipeline today is not sufficient toreplace expected retirements in thisdecade.12

Foreign Language Instructionand Research

The nation's campuses are our nationalresource for teaching languages of allkinds and for research on languagedevelopment, teaching methods, andthe interrelationships between andamong language and culture. Masteryof a second language and cultural sen-sitivity are crucial for diplomacy, forinternational business, and in fields asdiverse as engineering and medicine.

In Europe, most young peoplespeak a second language (usually En-glish), and many are fluent in a third aswell. Although English is the languageof commerce around the globe, fluencyin a host nation's language is helpfulnot only in negotiations, but also as agateway to the culture.

Besides producing language ex-perts, the United States must producescientists and researchers with lan-guage skills that will enable them tocollaborate with colleagues in othercountries to solve global health, envi-ronmental, and other problems. Somecolleges and universities have intro-duced special programs to help stu-dents continue their language studiesthrough majors in engineering, busi-ness, and other disciplines.

Because it is difficult to predict farin advance what national needs forforeign language expertise will be, thecapability for teaching and research inall languages is a significant nationalresource. The United States must pre-serve and improve it at the nationallevel, not permitting its erosion in theface of budget pressures.

158 EDUCATING FOR 010 BAL COMPETENCE

THE VALUE OF

INTERNATIONAL

EDUCATIONAL

EXCHANGE

PROGRAMS

Exchange programs have a multiplier effect for

sponsoring governments. A U.S. General Accounting

Office study notes that every federal dollar spent on

exchange programs attracts $12 in private support.

G Faculty exchanges can directly advance American

policy interests. Conferences and exchanges between

U.S. academic institutions and the Supreme Court

of Pakistan, for example, have helped effect the

democratic expansion of the Pakistani judicial

system.

Exchange programs benefit the U.S. balance of

trade. One-third of the world's 1.2 million interna-

tional students study in the United States. Foreign

students generated a nearly $7 billion dollar services

trade surplus for the United States in 1993.

Exchange programs support the domestic economy.

According to the Department of Commerce, foreign

enrollments make U.S. colleges and universities the

nation's fifth largest exporter of services and create

more than 100,000 American jobs.

Most of the costs of foreign students in the United

States are borne by students and their families. Only

about 1 percent of foreign students in the United

States receive primary funding from the U.S.

government.

While the majority of U.S. students abroad still go

to Europe, the Institute for International Education

reports a 15 percent increase in U.S. students in

Africa, Asia, and Latin America in the 1990s.

Since its inception in 1946, many of the more

than 200,000 alumni of the Fulbright program have

assumed leadership positions in academic, govern-

mental, and private sector organizations throughout

the world.

Foreign Fulbright alumni have assumed important

leadership positions in their nations. The president of

Brazil and the prime minister, foreign minister, and

minister of finance in Poland's new government are

all former recipients of Fulbright scholarships who

are now building democratic institutions and open,

competitive economies.

American Fulbright scholars contribute to U.S.

foreign policy and human rights interests abroad.

American Fulbright professors in Albania have

established a successful journalism program at the

University of Tirana, injecting the concept of freedom

of the press into what had been until recently one of

the world's most closed societies.

Exchange Programs

International exchange programs,whether for undergraduates, graduatestudents, or faculty members, provideAmericans with first-hand experiencein foreign cultures that often is essen-tial to gaining international compe-tence. They provide foreign studentsand scholars with a new appreciationof U.S. values and the American wayof life.

The personal relationships thatdevelop in such programs contributeto a web of interconnectedness andtrust that links our country with therest of the world. Because exchangeprograms involve so many people whobecome leaders in their own countries,they are among our most effective toolsfor advancing our national interests inforeign affairs.

Exchange programs range fromshort-term seminars abroad to longer-term study and research. Whatevertheir length, each provides a uniquebenefit. Even brief exposure to a differ-ent culture may stimulate a lifelonginterest in events in that country andits region. Ayear-long study abroadprogram allows for immersion in thehost country's culture and provides theopportunity to become fluent inits language and functional in its soci-ety. Long-term graduate student andfaculty research projects and intern-ships in companies abroad develophigh-level expertise. They provide theopportunity for deeper understandingof the culture's values and systems andof how its people think and work.

Few diplomatic initiatives canpoint to the kind of sustained successthat international exchange effortssuch as the Fulbright program havebeen able to attain, relatively inexpen-sively, over the years. Too few Ameri-cans have such experiences abroad.Since 1985, study abroad consistentlyhas involved less than 1 percent of totalstudent enrollments. Three-quarters ofAmericans who study abroad do so foronly one quarter, summer, or semester.Most study in England or WesternEurope. Unlike foreign students inthe United States, the vast majority ofAmerican undergraduates abroad arenot sufficiently fluent in the hostcountry's language to study university-level subjects in that language. Oppor-tunities for internships with foreigncompanies, among the most usefulexperiences for building an interna-tional career, are extremely limited.

The need for public and privateinvestment in focused study or serviceabroad is great; the resources currentlydevoted are insufficient.

Research to SolveGlobal Problems

Higher education institutions playa key role in cooperative developmentby working with counterparts aroundthe world to bring a variety of re-sources and skills to bear on develop-ment problems. Partnerships enableU.S. higher education institutions tostrengthen their curricula and re-search, and to provide their studentsand faculty with opportunities to learnabout the issues, systems, and culturesof developing countries. They also help

the host nations' universities producethe leaders, officials, managers, scien-tists, and technicians required to createsustainable economic growth andstable societies.

The continued prosperity of theUnited States depends increasingly onhow other nations manage populationgrowth, improve industrial practiceand land and energy use, gain access tointernational markets, and build stabledemocratic institutions that are able toadvance and defend human rights.Global development in the post-coldwar era needs to be redefined as devel-opment cooperation rather than asforeign aid. Such implied mutualitysuggests a flow of goods and informa-tion to solve common problems.

U.S. higher education institutionswork with public and private institu-tions and organizations in developingcountries to create interdisciplinaryapproaches to complex developmentproblems, such as the environment,health, and agricultural productivity.American colleges and universitiesalso work with corporations and withgeneticists, biochemists, and molecu-lar biologists in universities abroad ona range of technological, agricultural,and health issues. The benefits of theseefforts help both the United States andthe developing world.

As William A. Rugh,

former U. S. ambassa-

dor to North Yemen,

said in a recent

interview:

"One of the major

lessons I take from my

30-year career in the

foreign service is that

the best way, by far, for

an American to learn

about a foreign culture

is by living abroad for at

least a year. There is no

substitute for first-hand

experience. No amount

of reading or watching

films can convey a true

picture of what is in

the mind of a foreign

businessman, or

government official,

or military officer.

Of all the money we

spend on international

affairs, nothing is more

important for our long-

term interests than the

money we invest in

learning about foreign

areas through the

international exchange

programs."

("If Saddam Had Been

a Fulbrighter...," The

Christian Science

Monitor, November

1995, p. 19).

1 7AMERICAN COUNCIL ON EDUCATION 11

CHAPTER THREE

The Stakeholders:Agenda for Action

igher education, government, and the private sector all haveessential roles to play in responding to the need for interna-tional awareness. Government at all levelsfederal, state,and localand the private sector must work in partnershipwith the nation's colleges and universities to increase publicawareness of the significance of global changes and to pro-

mote new ways of addressing them.

What Higher Education Should Do

Higher education cannot say that it has done all it can to produce globallycompetent graduates. Colleges and universities must, for example, find newways to:

infuse the curriculum with international perspectives and information;

encourage all students to study languages to a higher level of proficiency andto become knowledgeable about other cultures through study and internshipsabroad; and

encourage and reward their faculty for becoming global thinkers in theirteaching and research.

Presidential leadership and trustee supportin words and actionare essentialif the international agenda of an institution is to be seen as a serious one. Like anyinstitutional priority, internationalization requires the allocation of hard institu-tional resources to form a solid base, and the use of external funds to supplementand enrich that base. Partnerships with other institutions, community groups,and businesses are important ways to leverage an institution's own investment ininternational education.

HIGHER

EDUCATION

COOPERATION

ADDRESSES

DEVELOPMENT

PROBLEMS

African countries have reduced their dependence

on food imports because of agriculturists and

social scientists from American universities working

with the United States Agency for International

Development.

* Many community colleges have provided entrepre-

neurship training and assistance in the development

of technical training programs and institutions in

other countries.

African studies faculty in the United States have

worked with the corporate sector, the National

Institutes of Health, and colleagues from several

African universities on a series of tropical diseases

that threaten our own country.

American researchers used black bean germ

plasm from Central America to develop hardy

varieties that can be planted and harvested in the

United States with fewer losses. American scientists

at a major state university are examining newly

discovered genetic material from Eastern Europe to

see if its ability to diversify and strengthen fruits and

vegetables can improve the state's important cherry

industry. A parasitic wasp introduced into one U.S.

state from Eastern Europe's Carpathian Mountains is

helping keep that state's $100 million wheat crop

free of cereal leaf beetle damage.

What the FederalGovernment Should Do

Constitutionally, the federal govern-ment has the responsibility to ensurethat the nation is prepared to respondto the challenges presented by its rela-tionships with other nations. Nationalleaders must ensure that America'sability to exercise international leader-ship continues unimpaired into thenext century.

The need for internationalexpertise is growing. The federal gov-ernment must maintain a stable leader-ship role in international educationbecause of the clear relevance of globalcompetence to critical national agen-das in foreign policy, security, and theeconomy. To those ends, the federalgovernment should support an inter-national education leadership agendathat:

adequately funds existingeffective international educationprograms;

ensures the funding of programsthat respond to national needs butthat are neither the priorities of indi-vidual states nor likely to be met bymarket forces (these would includeprograms in less commonly taughtlanguages and educational exchanges);

uses federal funds efficiently toleverage matching funds from states,corporations, philanthropic organiza-tions, and universities themselves;

mobilizes the resources andcooperation necessary at all levelsof education, government, and theprivate sector to address nationalneeds for global competence;

KEY FEDERAL

PROGRAMSPROMOTE GLOBAL

COMPETENCE

U.S. Department

of Education

The Department of

Education supports

international education

through a number of

efforts, most funded

through Title VI of the

Higher Education Act.

These programs

include: National

Resource Centers,

Foreign Language and

Area Studies Centers,

and Centers for

International Business

Education.

The department also

manages the Fulbright-

Hays program, which

underwrites the cost of

faculty research and

dissertation research

abroad as well as group

projects and seminars

abroad for teachers and

administrators.

The department's

Fund for the Improve-

ment of Postsecondary

Education supports

innovative projects

in higher education,

including many in

international studies and

foreign languages.

United States Agency

for InternationalDevelopment (USAID)

USAID supports

academic involvement

in international

development projects,

training in the United

States for technical and

professional personnel

from developing

countries, and linkages

with universities in

developing nations.

United StatesInformation Agency(USIA)

USIA administers a

variety of international

exchange programs,

including the Fulbright

Program for scholarly,

faculty, and student

exchanges; the

University Affiliations

Program, which

promotes partnerships

between U.S. and

foreign institutions of

higher education; the

Citizen Exchange

Program; and the

International Visitors

Program, which

introduces international

leaders to the United

States.

Other Departmentsand Agencies

Many other federal

departments and

independent agencies

also support essential

international education

activities.

The Department of

Defense supports the

National Security

Education Program

(NSEP), which provides

funds for undergraduate

and graduate student

study abroad in areas

less commonly visited

by U.S. students. NSEP

also supports institu-

tional efforts to develop

new international

programs.

The Department of

State funds a Russian,

Eurasian, and East

European Research

and Training Program

to develop national

expertise in these areas.

The National

Endowment for the

Humanities supports

scholarly work in foreign

languages and area

studies, as well as the

history and literature of

many nations.

The National Science

Foundation's Division of

International Programs

encourages collabora-

tive science and

engineering research

and education by

supporting joint projects

of U.S. organizations

and institutions and

their international

counterparts.

All of these federal

efforts are essential.

Such international

education and exchange

activities are not

primarily a corporate

responsibility, and states

and local communities

have no reason to

support most of them.

Universities alone

cannot cover the cost of

providing instruction in

the vast array of foreign

languages and area

studies needed by the

nation.

ensures that government agencies atall levels (federal, state, and local) haveavailable the international expertiseand knowledge (along with a compre-hensive research base) required torespond to international challengeswhenever they develop and whereverthey occur; and

recognizes and makes use of the richinternational expertise available in ournation's colleges and universities.

What State and LocalGovernments Should Do

The social and economic well-being ofstates and communities is increasinglytied to international involvement. Re-gional interests, often defined by geo-graphic proximity to other regions ofthe world; the ethnic makeup of com-munities, cities, and states; state andcity relationships with counterparts inother countries; and trade interestsabroad or foreign investment at homeprovide compelling reasons for statesto support international education.

We urge state and local govern-ment officials and policymakers to:

provide incentives to collegesand universities to internationalizetheir curricula and develop the nextgeneration of globally competentteachers;

collaborate with higher educationinstitutions to produce state and localworkforces that are capable of compet-ing in global markets, competent inforeign languages, and aware of thedynamics of international issues;

provide incentives for collabora-tion among higher education institu-tions and K-12 on foreign languageinstruction and internationalizing thecurriculum;

assess needs and develop appropri-ate strategies for building global com-petence, including collaborativeactivities among institutions of highereducation, public and private agenciesin the state (and local communities),and academic linkages with institu-tions abroad;

call on local colleges and uni-versities for information and expertadvice on other cultures whenestablishing trade missions overseas;and

support higher education interna-tional outreach programs to help theprivate sector develop emerging mar-kets; help state and local economicdevelopment councils attract foreigninvestment; and improve public under-standing of complex foreign policy anddevelopment issues through the pressand broadcast media.

What Corporations Should Do

While a strength of the private sectorin the United States is its emphasis onshort-term results, the vast scope andspeed of today's global changes alsorequire long-term thinking and strate-gies. Working with colleges and univer-sities to ensure a globally competentworkforce is an important corporateinvestment.

Some companies in the UnitedStates and other countries alreadyengage in such cooperation. For ex-ample, many corporations work withuniversities and community collegesto strengthen international businesscurricula, while faculty members oftenserve as consultants on overseas ven-tures. Other companies provide intern-ship opportunities for U.S. students intheir overseas branches, or for foreignstudents in the United States.

CORPORATE/HIGHER

EDUCATION/

GOVERNMENT

PARTNERSHIPS

PROMOTE

INTERNATIONAL

COMPETENCE

The Coca-Cola

Foundation, in coopera-

tion with Michigan State

University (MSU), has

launched a new Global

Fellows Program that

will provide grants of up

to $2,000 for short-term

and up to $5,000 for

semester-long study in

one of 20 MSU study

abroad programs in

Africa, Asia, Europe,

Latin America, and the

Middle East. These

scholarships will enable

both secondary school

foreign language

teachers and U.S.

university students to

acquire international

perspectives, promote

cross-cultural under-

standing, and expand

their intercultural and

language skills.

In Canada, the

Celanese Corporation

recently announced the

Celanese Canada

Internationalist

Fellowships. Beginning

in spring 1997, between

125 and 150 fellowships

of $10,000 each will be

awarded over the initial

five years. The total

value of the program is

$1.5 million, and

fellowship recipients

may study anywhere in

the world except Canada

and the United States.

The University of

Hartford has hosted

more than 30 Russian

business entrepreneurs

for six months to a year,

offering them graduate-

level business courses

and internships with

area companies. They

are funded by the area

companies.

The United States

Mexico Chamber of

Commerce funds the

Buen Vecino Internship

Program, under which

40 U.S. and Mexican

companies, associa-

tions, and state trade

agencies provide

opportunities for

students from the United

States and Mexico with

an overview of U.S.-

Mexico business

relations; knowledge

about a specific industry

by service as unpaid

interns in corporate

member offices; and

exposure to another

culture by living with a

host family. In 1995 and

1996, 65 students from

15 universities

participated in the

program. (See web

page at http://www.

usmcoc.org/usmcoc/

bvip.html )

Sanyo Semiconductor

provides support for

study abroad for

students at Ramapo

College, sponsors

student interns in the

United States, and

sponsors students on

paid internships in

Osaka, Japan, Hong

Kong, Singapore, and

Hamburg, Germany.

Jaguar provides

co-op placements for

students at its corporate

headquarters in New

Jersey and at its world

headquarters in

Coventry, England.

Citicorp funds five

Fulbright foreign stu-

dent grants from five

different regions in the

business, economic, or

international relations

sectors.

In 1997, American,

United, Delta, Mexicana,

and Aeromexico airlines

agreed to provide

without cost all travel in

both directions for

Mexican Fulbright

grantees. This program

is valued at more than

$100,000 a year.

The Coca-Cola

Foundation, partnering

with the U.S. Fulbright

Association, sponsors

the annual J. William

Fulbright Prize for

International Under-

standing. The prize,

worth $50,000, goes to

individuals, groups, or

organizations whose

contributions "have

made a substantial

impact in breaking

barriers which divide

human kind." Coca-

Cola also has sponsored

Fulbright grantees in

such countries as

Venezuela and Germany.

We urge corporate America to:

partner with higher education insti-tutions to increase public awareness ofthe growing necessity for global com-petence and intercultural sensitivity inthe workplace;

work with higher educationinstitutions to design programs andcurricula to address corporations' fu-ture employment demands for interna-tional competence;

reaffirm the importance of interna-tional education as corporations hireemployees who are internationallyaware and provide incentives (such aspromotions or training opportunities)for employees to expand their globalcompetence;

help higher education institutionsmeet the high costs of internationaltraining and research programs inbusiness, science and technology, andthe professions;

provide incentives for students, fac-ulty, administrators, and communityleaders to participate in internationalexchange programs; and

provide incentives for collaborationof higher education institutions andK-12 on curriculum and foreign lan-guage instruction.

The lime to Act

This is not the first time the nation'spublic and private sector leaders havebeen called on to improve the capacityof the American people and their insti-tutions to meet the nation's interna-tional obligations. Nor will it be thelast. Yet now is the time to act.

As the nation approaches a newcentury, all Americans can agree thatwe seek a more prosperous nation, ahealthier and more livable planet, anda safer and freer world. Building such afuture will require action from manypeople on many fronts.

Where America meets the worldis where national needs confrontinternational realities. On thatfrontier, international education iscritical. Our higher education insti-tutions are charged with developing acitizenry with the global competence,talent, and skill to create not simply abetter and more prosperous America,but a better, safer, and more livableworld.

Endnotes

1 American Council on Education, Educating Americans for a World in Flux: Ten Ground Rules forInternationalizing Higher Education, Washington, DC: American Council on Education, 1995.

2 National League of Cities. Local Officials Guide: Leading Cities in a Global Economy. NationalLeague of Cities, Washington, DC: 1985, P. 19.

3 Coalition of International Education, Testimony on FY97 Appropriations for the Department ofLabor, HHS, and Education, House Subcommittee on Labor, HHS and Education Appropriations,14 May 1996, pp. 1-2.

4 To meet these challenges, according to Washington Post reporters, R. Jeffrey Smith and Thomas W.Lippman, the Federal Bureau of Investigations recently proposed doubling the number of offices itmaintains in foreign locations 23 to 46. See also: FBI Plans to Expand Overseas," The WashingtonPost, 20 August, 1996, p. 1.

5 The Carnegie Commission on Science, Technology, and Government, Partnerships for Global Devel-opment, The Clearing Horizon, New York: The Carnegie Commission, December 1992, p. 37.

6 National League of Cities, op. cit., p. 33.7 Testimony of Ronald H. Brown, Secretary of Commerce, Committee on Government Reform and

Oversight, 6 September 1995.8 "Foreign Assistance to Agriculture: AWin-Win Proposition," International Food Policy Research

Institute, 1996.9 U. S . Department of Commerce, International Trade Administration. Metropolitan Area Exports: An

Export Performance Report on Over 250 US. Cities. Washington, D.C., October 1996.

io Coalition for the Advancement of International Studies, Spanning the Gap: Toward a Better Busi-ness and Education Partnership for International Competence. Washington, DC: Coalition for theAdvancement of International Studies, December, 1989, pp. 7-8. Se also: Adelman, Clifford. "WhatEmployers Expect of College Graduates: International Knowledge and Second Language Skills."Research Report, Office of Research and Improvement, U.S. Department of Education, July 1994;and Bikson, T. K. and S.A. Law. Global Preparedness and Human Resources, Collegeand Corporate Perspectives. Santa Monica: Rand, 1994.

11 Coalition for International Education, op. cit., p. 4.12 Prospects for Faculty in Area Studies, Stanford University, 1991.

ACE Commission on International Education*

The American Council on Education's Commission on International Education, which includes morethan 40 college and university presidents and the heads of other major associations, advises the Councilon the development of policies and programs in the international field. On occasion, it releases its ownstatements on major policy issues.

Tomas A. Arciniega, PresidentCalifornia State University, Bakersfield

Lionel V. Baldwin, PresidentNational Technological University

Julius Chambers, ChancellorNorth Carolina Central University

Thomas W. Cole, Jr., PresidentClark Atlanta University

Carol Cowan, PresidentMiddlesex Community College

Joseph M. Cronin, PresidentBentley College

Leonardo de la Garza, ChancellorTarrant County Junior College

C. Brent DeVore, PresidentOtterbein College

James Doti, PresidentChapman University

Richard J. Ernst, PresidentNorthern Virginia Community College

S. Malcolm Gillis, PresidentWilliam Marsh Rice University

Robert Giroux, PresidentAssociation of Universities and Collegesof Canada

Efrain Gonzalez Tejera, ChancellorUniversity of Puerto Rico-Rio Piedras

Carlos Hernandez, PresidentJersey City State College

Ellen S. Hurwitz, PresidentAlbright College

Eamon Kelly, PresidentTulane University

William Kirwan, PresidentUniversity of Maryland College Park

Richard M. Krasno, PresidentInstitute of International Education

Francis L. Lawrence, PresidentRutgers, The State University of New Jersey

Julio S. Leon, PresidentMissouri Southern State College

David E. Maxwell, DirectorNational Foreign Language Center,The Johns Hopkins University

John M. McCardell, Jr., PresidentMiddlebury College

Francis J. Mertz, PresidentFairleigh Dickinson University

Richard S. Meyers, PresidentWebster University

Kathryn Mohrman, PresidentColorado College

Karen W. Morse, PresidentWestern Washington University

Miguel Nevarez, PresidentUniversity of Texas, Pan American

Mark A. Nordenberg, ChancellorUniversity of Pittsburgh

Carlos Pallan Figueroa, General ExecutiveSecretaryAsociación Nacional de Universidades e Institucionesde Educación Superior (ANUIES)

Richard E. Peck, PresidentUniversity of New Mexico

Anne Ponder, PresidentColby-Sawyer College

Diann Schindler, PresidentOakland Community College, Auburn Hills Campus

Marilyn Schlack, PresidentKalamazoo Valley Community College

David K. Scott, Chancellor (Chair)University of Massachusetts at Amherst

Allen Lee Sessoms, PresidentQueens College, City University of New York

Gloria Shatto, PresidentBerry College

Dolores Spikes, PresidentUniversity of Maryland Eastern Shore

Pamela Transue, PresidentTacoma Community College

Joyce S. Tsunoda, Senior Vice Presidentand Chancellor for Community CollegesUniversity of Hawaii

John Van de Water, DeanOffice of International Education,Oregon State University

David Ward, PresidentUniversity of Wisconsin-Madison

Diana Chapman Walsh, PresidentWellesley College

John D. Welty, PresidentCalifornia State University, Fresno

Craig Dean Willis, PresidentLock Haven University of Pennsylvania

John E. Worthen, PresidentBall State University

* Former Commission members Naomi Collins, thenExecutive Vice President & CEO of NAFSA: Associa-tion of International Educators; Jody Olsen, thenCEO of the Council for the International Exchangeof Scholars; Robert A. Scott, President of RamapoCollege ofNew Jersey; Eleanor Smith, then Chan-cellor of the University of Wisconsin, Parkside; andHumphrey Tonkin, President of the Universityof Harord, also contributed materially to theformulation of this document.

ACE Board of Directors

Executive Committee

Michele Tole la Myers, PresidentDenison UniversityChair

Lois B. De Fleur, PresidentState University of New York at BinghamtonVice Chair/Chair Elect

Barry Munitz, ChancellorThe California State University SystemImmediate Past Chair

Eduardo J. Padrón, PresidentMiami-Dade Community CollegeSecretary

Francis T. Borkowski, ChancellorAppalachian State University

Rita Bornstein, PresidentRollins College

Freeman A. Hrabowski, III, PresidentUniversity of Maryland Baltimore County

Manuel T. Pacheco, PresidentUniversity of Missouri System

Kenneth A. Shaw, President/ChancellorSyracuse University

Stanley 0. Ikenberry, PresidentAmerican Council on Education

Class of 1997

Francis T. Borkowski, ChancellorAppalachian State University

Rita Bornstein, PresidentRollins College

Freeman A. Hrabowski, III, PresidentUniversity of MarylandBaltimore County

Barry Munitz, ChancellorThe California State University System

Manuel T. Pacheco, PresidentUniversity of Missouri System

Sherry H. Penney, ChancellorUniversity of Massachusetts Boston

Gwendolyn W. Stephenson, PresidentHillsborough Community College

Class of 1998

Raymond C. Bowen, PresidentLaGuardia Community College City Universityof New York

John A. DiBiaggio, PresidentTufts University

Edward B. Fort, ChancellorNorth Carolina Agricultural & Technical StateUniversity

Martin C. Jischke, PresidentIowa State University

Steven S. Koblik, PresidentReed College

Michele Tolela Myers, PresidentDenison University

Eduardo J. Padrón, PresidentMiami-Dade Community College

Elisabeth Zinser, ChancellorUniversity of KentuckyLexington Campus

Class of 1999

Vernon 0. Crawley, PresidentMoraine Valley CommunityCollege

Lois B. DeFleur, PresidentState University of New York at Binghamton

John V. Lombardi, PresidentUniversity of Florida

Walter E. Massey, PresidentMorehouse College

Anne S. McNutt, PresidentTechnical College of the Lowcountry

Miguel A. Nevarez, PresidentUniversity of Texas-Pan American

Kenneth A. Shaw, President/ChancellorSyracuse University

Julianne Still Thrift, PresidentSalem College

Association RepresentativesAssociation of American Colleges & UniversitiesHarold W. Eickhoff, PresidentThe College of New Jersey

American Association of Community CollegesAugustine P. Gallego, ChancellorSan Diego Community College District

American Association of State Colleges& UniversitiesEd M. Elliott, PresidentCentral Missouri State University

Association of American UniversitiesF. Patrick Ellis, FSC, PresidentThe Catholic University of America

Association of Catholic Colleges & UniversitiesKaren M. Kennelly, CSJ, PresidentMount St. Mary's College

Association ofiesuit Colleges & UniversitiesJohn P. Schlegel, SJ, PresidentUniversity of San Francisco

Council of Independent CollegesJohn L. Henderson, PresidentWilberforce University

National Association for EqualOpportunity in Higher EducationEarl S. Richardson, PresidentMorgan State University

National Association of Independent Colleges& UniversitiesAnn H. Die, PresidentHendrix College

National Association of StateUniversities & Land-Grant CollegesPeter McPherson, PresidentMichigan State University

Association of Governing Boardsof Universities and CollegesMary Louise Reid, ChairAGB Board of Directors

Hispanic Association of Collegesand UniversitiesJosé Robledo, Assistant to the Chancellor,Los Angeles Community College District

Washington Higher Education SecretariatJames E. Morley, Jr., PresidentNational Association of College and UniversityBusiness Officers

AMERICAN COUNCIL ON EDUCATIONCOMMISSION ON INTERNATIONAL EDUCATION

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