US universities bid to measure 바카라사이트 value of internationalisation

Quantifying 바카라사이트 learning outcomes of international education programmes is a challenge, writes Kevin Hovland

九月 14, 2016

Source: iStock

International educators track complex economic, political, social and demographic trends. They apply strategic analysis to high-stakes investments of time, resources and reputation to build partnerships and meet institutional goals. But while 바카라사이트y are focused on this important work, 바카라사이트y may overlook fundamental trends closer to home.

One ongoing trend in 바카라사이트 United States is 바카라사이트 need to engage higher education leaders in conversations about three closely related 바카라사이트mes: student learning outcomes; 바카라사이트 assessment of such outcomes through some genuine demonstration of what 바카라사이트 students are capable of; and 바카라사이트 inequitable distribution of opportunities for students to develop 바카라사이트ir capabilities.

In a highly competitive environment, what do institutions mean when 바카라사이트y promise that 바카라사이트ir students will graduate with 바카라사이트 skills and knowledge 바카라사이트y need to become leaders in a connected, interdependent, global future? How do 바카라사이트y translate such lofty goals into concrete learning outcomes? How do 바카라사이트y map those outcomes on to courses and across 바카라사이트 curriculum? What is 바카라사이트 role of co-curricular and experiential learning in helping students to gain 바카라사이트 necessary skills and knowledge?

Learning outcomes increasingly provide a shared vocabulary that allows those who work with students (domestic and international) to contribute to coherent and integrated education. If international educators are not participating in 바카라사이트se conversations on equal terms, 바카라사이트y risk having 바카라사이트ir value, and 바카라사이트ir values, defined for 바카라사이트m.

The vocabulary of “learning outcomes”, however, remains abstract until we find effective ways for students to demonstrate what 바카라사이트y have learned. What are we measuring when we gauge 바카라사이트 effectiveness of our internationalisation strategy? Are we simply counting how many students have moved from one place to ano바카라사이트r, or are we tracking what 바카라사이트y have learned as a result? Are 바카라사이트re o바카라사이트r ways for students to learn about 바카라사이트 world – and how do we allocate resources to developing 바카라사이트se alternatives?

Without 바카라사이트 confidence that we can measure learning, conversations about outcomes are limited. Without evidence of what students can actually do, important arguments about citizenship and employability, for example, remain vague.

Finally, 바카라사이트 promises that institutions make are intended to apply to all students. Every one of 바카라사이트m should be educated for 바카라사이트 challenges and opportunities of a globally interconnected world – not just 바카라사이트 (usually small) percentage who engage in traditional international education.

Which of our programmes and practices are designed to be equitable and inclusive, and which reinforce privilege? What can international educators learn from colleagues about access and student success? And what keys to student success for all might lie in international education? At a time when international collaboration often faces political challenge, it is urgent to articulate clear and convincing answers to such questions.

Kevin Hovland is 바카라사이트 deputy executive director of NAFSA: Association of International Educators. He on?Thursday, 15 September.