The Impact of Global Experiences on Higher Education Curriculum and Faculty and Student Development Opportunities American higher education has evolved over the years, and it has been influenced by social, political, and economical factors. According to Veysey (1965), prior to the Civil War, the institutions of higher learning followed a classical curriculum. He explains that knowledge was acquired through text books, exams, and faculty. However, during this period of classical thought, some colleges and universities began to incorporate international missions. In fact, the first institution of higher learning in the United States to integrate an international mission was Lincoln University in 1852 (Davis, 1997, p.108). Jenkins (2002), reports that “foreign travel for purposes of study has a long-recorded history. In ancient times, scholars in Egypt, China, Greece, and North Africa welcomed learned colleagues from far-flung regions as they journeyed to important libraries and exchanged knowledge” (p. 4). Even though, international education has been part of higher education for a long time, student affairs professionals have overlook it until recently.
Before exploring the impact of global experiences in higher education, we need to describe international education. Morey (2000) explains that global/ international education “develops the knowledge, skills, and attitudes that are the basis for participation in a world characterized by cultural diversity, inequity, interconnected-ness, co-operation, and conflict” (p. 26). She further explains that an international education is “the process to prepare students for the realities of an interdependence world including the building of a globally competitive workforce; to increase understanding of one’s own and other cultures, religions, and political systems; to provide students with a holistic view of the world as well as with the skills necessary to make informed and prudent judgments about contemporary world problems and the role of their country in the world; and the promotion of world peace” (p.26).
Students’ interest about global affairs has not changed, even during challenging times. According to a report by Black Issues in Higher Education (2002), college students were even more interested in studying abroad after September 11. This was evident in a study conducted by Lange (2002) to determine if students’ attitudes towards study abroad were affected by the events of September 11. The study found that 44% of the students did not change their minds about traveling to other countries and 39% did not change their mind about studying abroad (Lange, 2002). Furthermore, the Institute of International Education (2002) found that “98% of the approximately 500 international education professionals responding agree that international education exchange, including study abroad is regarded as more important or equally as important in their campuses” (www.iienetwork.org, p. 1). In the same study “42% of the respondents saw an increase in the number of U.S. students applying for study abroad for the coming term/year (2002-03)” (www.iienetwork.org, p. 2). The number of international students studying in the United States is also reciprocal. According to the 2002 Open Doors report, “the number of international students attending colleges and universities in the United States increased by 6.4%, bringing the total” that year to “ a new record high of 582,996” (www.opendoors.iienetwork.org, p. 1). These numbers show that students and faculty have an interest in learning, understanding, and appreciating other cultures.
Programs such as the Fulbright scholars program provide students and faculty the opportunity to obtain a thorough understanding of other cultures. The Fulbright program was “proposed in 1945 by Senator William J. Fulbright (D-Ark) to foster mutual understanding between the people of the United States and the people of other countries of the world. Fulbright grants have permitted more than 42,000 American and foreign academics to teach and conduct research at universities here and around the world” (Jenkins, 2002, p.8). Other programs that contribute to international education are study abroad programs and student exchange programs. How do these programs impact our students, faculty, and curriculum?
Research shows that international education also influence higher education economically, politically, and socially (Open Doors, 2002; Pickert, 1992; Wheeler, 1990). According to Pacheco and Fernandez (1992), study abroad experiences “contribute dramatically to a greater understanding of the culture they are experiencing and it also provides insight about their own culture” (26). International education also affects colleges and universities, economically. For example, the percentage of international students and scholars in American colleges and universities represent only 3.8% of all enrollments, but they “contributed more than $11 billion to the U.S. economy in 2000-01” (Jenkins, 2002, p. 9). Boston University has the largest enrolled number of international students (Dalton, 1999, p. 6). Furthermore, it is important that we continue to occupy our competitive status in the world. According to Pickert (1992), a number of experts argue that America has “loss a competitive position in the world” (p.30). She adds that “adherents of this analysis say that because citizens of other countries are learning to live and work in an international environment, they will find and develop markets exacerbating the declining economic position of the U.S.” (1992, p. 30). Thus, it is important that programs such as the Fulbright program are supported in order to maintain a competitive position in the world. International education also strengthens relationships among countries at a political level. Open Doors (2002) reports that in the long run, international education “helps enormously to eliminate hostile preconceptions, to promote cultural relations and to attempt to solve conflicts peacefully” (p. 1).
Curriculum in higher education is also influenced by global/international education. Morey (2000) explains that faculty should diversify their teaching methods to encourage inclusiveness among students from different cultures. She explains that faculty can modify their curriculums by: incorporating teaching strategies and learning activities that provide opportunities for personal participation and growth, capitalize on student experiences and learning strengths and foster skills important for informed citizenships, such as decision making, social participation, critical thinking, and inter-group interaction. Such an environment values each student and recognizes what he or she brings to the learning experience. (p. 31-32).
By promoting a global perspective to our students, encouraging faculty to participate in global experiences, and diversifying our curriculum to include the beauty and richness of other cultures, we can begin to create a more tolerant and accepting world.