INDICATORS OF GLOBALIZATIONMeasuring and Assessing Global Impact and Engagement in Education

Dr. Linc Johnson

HETLJune 1, 2014

RANKING GLOBAL ENGAGEMENT

• Data were collected from rankings methodologies, observations and qualitative inquiry interviews with administrators and executives/experts.

• From this data, a list of 17 indicators of globalization was developed to assist schools with focusing comprehensive activities, culture and climate toward more useful processes, activities and competencies that can be undertaken to promote globalization.

WORLD-CLASS, WORLDWIDE

• Globalization is examined from an economic, political and social perspective in order to promote educational and cultural collaboration, research and scholarship.

• The goal is gaining understanding, acquiring knowledge and developing skills for living in a globally interdependent and culturally diverse world.

• Find ways to cooperate, collaborate and participate on a global scale.

WORLD-CLASS, WORLDWIDE• Focus is to create outcomes, build quality into

programs, and facilitate learning and global integration

• A major strategy is educational reform projects that cultivate the creative, high-quality human resources necessary for a knowledge-based society

• Cross-pollination of educational theory and practice, diversity of thought and culture, the sharing of ideas, and collaboration on a worldwide scale

RESEARCH/METHODOLOGY

Qualitative Research- Administrators, Executives, Authors, Experts- Observation (Travel)- Ranking Methodologies

• Designing and Implementing an Academic Scorecard (O’Neil, Bensimon, Diamond, & Moore, 1999)

• Internationalization in Higher Education: Towards a Conceptual Framework (Qiang, 2003)

INDICATORS OF GLOBALIZATION - METHODOLOGY

PERSPECTIVES• (ACADEMIC SCORECARD)

• Stakeholder

• Internal Business

• Innovation & Learning

• Academic Management

RATIONALES• (INTERNATIONALIZATION FRAMEWORK)

• Social & Cultural

• Economic

• Academic

• Political

INDICATORS OF GLOBALIZATIONStakeholder Perspective/

Social and Cultural Rationale

Internal Business Perspective/

Economic Rationale

Innovation and Learning

Perspective/Academic Rationale

Academic Management Perspective/

Political Rationale

International Students, Faculty, and Administrators

Global Consciousness Brand Image/RecognitionInternational

Research Collaboration

Top-Down Administrative Support and Involvement

Global Programs and Activities

International PartnershipsPublications/Citations

WorldwideInternational Offices

Meaningful Interaction/Integration on Campus

Funding/Fundraising for Global Activities

Active, Academic Cross-Border Engagement

Closely-Coupled Systems

Student Exchange/Study Abroad Programs*

Joint Ventures/Degree Programs

Visiting Scholars/Joint Appointments/

Faculty-Staff Mobility

Awards/International Recognition/

Fellowships

MEANINGFUL, GLOBALLY CONSCIOUS STUDENT EXPERIENCES

ENSURE CURRICULA ARE BASED IN INNOVATION

ALLOW FACULTY EXPERIENCES THAT INCLUDE ACTIVE, ACADEMIC COLLABORATION

INTEGRATE INTERCULTURAL DIMENSIONS INTO THE FUNCTION OF AN INSTITUTION

DYNAMIC PROCESS, NOT A SET OF ISOLATED ACTIVITIES

COMPARATIVE ADVANTAGE VS. COMPETITIVE ADVANTAGE

NEXT STEPS

ACTIVATING A GLOBALIZATION SCORECARD

-Johnson Ranking of Global Engagement

(JRGE) Multi-disciplinary inquiry approach that can

assist in becoming accountable to stakeholders

Vision(What)

Purpose(Why)

Goals(When)

Data Collection(Where)

Informed Action(How)

THE THIRD WAVE

Globalization processes alter the educational landscape around the world:

• Creates a new marketplace that is very different

• Requires new tools that assist in monitoring impact, influence and immersion

• The importance of integrating these dimensions into the structure of an institution will provide benefits, such as helping to develop research, teaching and learning methods, that address the needs of a broader spectrum of learners and facilitates the development of graduates who are both well-suited to participate in professional life and are aware of their social context.

QUESTIONS?• LDJOHNSO@USC.EDU

• Resources

• apru.org

• ciee.org

• unicef.org

• bc.edu/research/cihe.html

• Cited Sources

• Altbach, P.G. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education and Management, 10(1), 3-25.

• Association of Pacific Rim Universities Secretariat. (2008). Bridging the Pacific Rim community through education, research and enterprise.

• Council on International Educational Exchange. (2009). CIEE at 60: Celebrating sixty years of international educational exchange.

• O’Neil, H.F., Bensimon, E.M., Diamond, M.A., & Moore, M.R. (1999). Designing and implementing an academic scorecard. Change, 32-40.

• Qiang, Z. (2003). Internationalization of higher education: toward a conceptual framework. Policy Futures in Education, 1(2), 248-270.

• European Commission (2012). Fostering and measuring ‘third mission’ in higher education. Valencia Spain: Jan Sadlak.