by Dr. Kenneth Cushner

Professor - Teaching, Learning, and Curriculum Studies
FPDC Faculty Associate, Internationalization

". . .The real action [of internationalization of the curriculum] . . . if it is to reach all of our students, must be to internationalize the curriculum in such a manner that all graduate with knowledge of the international dimensions of their discipline or profession . . ."

The factors that drive globalization and internationalization are unfolding at an unprecedented rate.  As educators, we have an obligation to reexamine the role that we play in guiding students to become contributing citizens in a society that is increasingly characterized by rapid change, diversity and interconnectedness.  Developing an enhanced set of sensitivities, attitudes, perspectives and skills thus becomes paramount if our graduates are to be successful in the coming years.  Where do we stand at Kent State, and what directions might we take in the coming years to address these needs? 

At last count, between 400 - 500 Kent students study abroad each year, close to 850 international students come here to study, and about 150 faculty from around the globe teach at Kent State University.  We have had a nationally-recognized undergraduate program in Geneva, Switzerlandd for more than 30 years as well as a presence in Florence, Italy for more than 37 years – and we are now in a one-of-a-kind facility that is the envy of most other study abroad program providers.  We have linkages with more than 50 institutions abroad; are known for the legacy of international educator Professor Gerald Read; and have countless internationally recognized faculty and research initiatives.  Kent State has it all, and from the above, many might say that we are already an international institution.  My sense is that we have along way to go, but more than many universities, we have a solid and reputable foundation from which to expand.

Now consider the following.  850 international students represent a mere 2.5% of our student body – a far cry from the 5 - 8% target for an institution of our size and composition recommended by NAFSA: The Association of International Educators.  A recent study by the American Council on Education demonstrated that nationwide, 76% of incoming freshman say they desire or expect to study abroad.  The reality, however, is that fewer than 5% of students nationwide study overseas.  The 400 – 500 Kent State students who do study abroad means that fewer than 2% of our students have an impactful international experience each year – far less than it should be.  Even if we are successful at tripling the number of students who study abroad, still 95% of Kent students will never have an educationally sound international experience. 

We must do more than simply set metric indicators of doubling or tripling our international student population or study abroad participation rate.  As an institution of higher education, we are obliged to seek out ways to impact the majority of our students so they leave the university with a deeper understanding of, among other things: how the globally-connected world operates and of their place in that world; how others view the United States; and how their careers are significantly impacted by internationalization.

Internationalization of a university is best viewed as a process that engages the entire community in considering the multitude of ways in which we interface with the broader world.  Identifying places where ‘international’ makes sense means different things in different contexts.  It may, for instance, mean expanding our research initiatives and engaging more fully with our international partners, while considering the international implications and perspectives of our work.  Related to this is rewarding faculty for their international activities by including it more thoroughly in the promotion and tenure process, while at the same time recognizing that international activity and collaboration demands much more time, effort and resources than comparable domestic efforts.  We need to look, not only at the manner in which we recruit both international students and faculty, but then, how we welcome them and help them integrate in meaningful ways into all aspects of the university community.  We must then find ways to more fully integrate international students into all aspects of university life, from how they can more fully enrich classroom discussions to helping domestic students become more inclusive.  We should expand our development efforts to provide greater assistance to students wishing to study abroad, for international students who wish to study here, as well as maintain viable ties to our international alumni.  And, more colleges should develop their own international centers that can serve to facilitate internationalization at the unit-level, as does the Gerald Read Center for International and Intercultural Education in the College of Education, Health and Human Services.

The real action, however, if it is to reach all of our students, must be to internationalize the curriculum in such a manner that all graduate with knowledge of the international dimensions of their discipline or profession in which they have studied.  There are no cookie-cutter recipes to achieve this.  Each program must look closely at what makes the most sense in their unit and for their students.  While each program area should consider relevant international experiences students can be encouraged to pursue, given the fact that most students will not study away, faculty can begin to look closely at the curriculum to determine how best to integrate an international perspective in the various courses which students undertake.  We might all begin by asking such questions as:  What do I know (or need to learn) about the international dimensions of my discipline?  What knowledge, attitudes and skills will graduates need today and tomorrow to enable them to collaborate successfully with their international counterparts; especially when it comes to identifying and resolving common problems that are, in many cases, global in nature and will only be solved through the concerted efforts of people from many different backgrounds?  How does the content that I teach look from another’s perspective?  For instance, how do they teach about the American Revolution in Britain, or how is a particular U.S. action or stance perceived from elsewhere?  More importantly, how can I help my students better understand and value the importance of acquiring these new perspectives?

The internationalization of Kent State is a process which we are obliged to undertake on behalf of all of our students.  Acquiring international competence is no longer a luxury for the select few who have the resources, nor should it be provided only for those who come seeking it out on their own.  The world in which we live is becoming increasingly complex and interdependent, impacting people in untold ways.  Successful Kent graduates must have an understanding of the international aspects of their discipline or profession, must understand their place in the world, as well as how to interact effectively with others in the resolution of common problems.  This is, what I believe, among the most important goals of a university education today.