Implementing internationalization

Abstract

Since globalization has become more visible on American campuses, US post-secondary institutions have begun to prepare new graduates for twenty-first century careers through internationalization initiatives (ACE, 2012; Hunter, 2004). As a result, administrators and staff members at post-secondary institutions implement internationalization policies. The process is designed to equip future graduates with the skills and knowledge necessary to be competitive in the current global economy (ACE, 2012; CIGE, 2012; Hunter, 2004). The purpose of this descriptive case study examined how a global center (hereafter referred to as Global Cultural Center, or GCC) staff and campus administrators at one large northeastern US post-secondary institution makes sense of and implements an internationalization initiative across a campus community. The research questions that guided this case study were: (a) How do GCC staff and administrators at one post-secondary institution understand their campus's internationalization initiative to prepare faculty and students to embrace different cultures?; (b) What organizational decision-making processes and dialogue have GCC staff and campus administrators engaged in to operationalize the internationalization initiative?; and (c) How have GCC staff and administrators sought to achieve the institution's internationalization initiative throughout the campus community? Three findings emerged from this case study; (a) students and faculty are not yet fully prepared to embrace diverse cultures (b) faculty will need additional support and guidance in order to fully operationalize internationalization (c) limited resources have impeded full implementation across a campus community. Additional research regarding leadership, organizational culture, and the perceptions and experiences of an expanded set of members from the campus community should be undertaken to further understand internationalization.