An Association of Universities and Colleges of Canada (AUCC) statement on internationalization and Canadian universities released in 1995 signalled the university community’s commitment to internationalization as “a necessary and vital, and deliberate transformation of how we teach and learn and it is essential to the future quality of higher education in Canada, indeed to the future of Canada.”
Since that time AUCC has tracked trends in internationalization in higher education — that is the integration of an international and intercultural dimension to teaching/learning, research and community functions of an institution ― and through these studies a number of broad trends and issues have surfaced that continue to characterize the state of internationalization in Canadian universities.
These include: a strong and continued recognition of the importance within the university community of providing students with the international and intercultural skills to work in an increasingly global environment; a continued growth in interest on the part of administrators, faculty members and students to engage in international activities; and a growing focus on the measures and policies needed both within the institutions themselves and in government to strengthen internationalization. The 2000 AUCC report Progress and Promise in particular outlined how, as the title suggested, advances were being made in certain areas of internationalization.
Now, findings from AUCC’s comprehensive survey in 2006 reveal a trend that shows that internationalization has in many respects become part of the mainstream of universities’ organization and overall strategies.
The trends and issues identified above continue to characterise the internationalization of Canadian universities and also point to a deepening and broadening of engagement in internationalization activities, allowing Canadian universities to further advance their goal of providing a quality education to prepare graduates with the key skills needed in the global knowledge economy.
The purpose of this article is to present a few of the key overall findings from the survey, including in particular: the rationale for involvement in internationalization; the level of interest among institutions, their students, faculty members and staff; and a look at some of the outcomes in the form of internationalization activities and ongoing challenges for Canadian universities.
Rationale
The primary overall rationale for internationalization of Canadian universities has remained, since AUCC began conducting surveys in internationalization in 1991, to prepare graduates who are internationally knowledgeable.
In 2006, over 90 percent of respondents identified this as a top reason for strengthening internationalization at an institution of higher education (see Figure 1). Moreover, this academic rationale underpins several different facets of internationalization; for example, over 90 percent of respondents identified promoting an internationalized campus as the top reason for recruiting international students.
Figure 1 (click here to view enlargement)
Furthermore, the rationales for promoting study abroad are all related to assisting the students, as among the top three reasons for promoting study abroad: three-quarters of respondents chose “to develop responsible and engaged global citizens”; more than half chose “to strengthen students’ international understanding, knowledge and perspectives on global issues”; and more than half chose “to develop students’ international cultural awareness and skills.”
Interest
The extent to which universities are integrating internationalization into their institutional strategies and organizational structures demonstrates the growing interest in and commitment to internationalization.
2006 survey results revealed that over 90 percent of respondents identified both having policy statements to stimulate and monitor internationalization efforts and integrating internationalization into the overall strategic long-term plan at their institutions as having a high or medium priority.
In addition, almost every respondent surveyed indicated that the international dimension was, in fact, referred to in their institutions’ strategic plan or long-term planning document ― from 84 percent in 2000 to 95 percent in 2006, and 70 percent indicated that it is among the top five priorities in their strategic plans.
The organizational structures of universities are reflecting the engagement in internationalization as demonstrated by the results showing 38 percent of respondents reporting the creation of new leadership positions at the level of vice-president international, or equivalent, within the last five years. In addition, 58 percent report creating new leadership positions at the level of director to oversee and/or coordinate international activities within the last five years. Additionally, more than half of responding institutions have established new international offices at the central level.
Another noteworthy finding in this respect relates to faculty interest and engagement in internationalization, which we know, through survey results, is one of the most important organizational factors for integrating an international dimension into a higher education institution. Specifically, strong interest can be seen in the area of internationalizing the curriculum. This is expanded upon below in the outcomes section.
Finally, providing study abroad opportunities for students remains for many Canadian universities a core element of their internationalization activities and there continues to be a strong level of interest in study abroad both by institutions and students themselves. Ninety-three (93) percent of respondents indicated that their institutions’ level of interest in providing study abroad opportunities for students was either medium or high and over three-quarters of respondents indicated that student demand for study abroad opportunities has increased over the last few years.
Outcomes
The growing consensus of an academic rationale for internationalization and increased interest has led to a greater number of measures undertaken and resultant higher levels of internationalization.
Student mobility — a key factor ― shows some promise, with survey results indicating modest growth in the number of Canadian students undertaking short-term study abroad for credit, as well as significant growth in international student recruitment to Canadian universities.
AUCC estimates that about 2.2 percent of total full-time Canadian students have participated in a form of study abroad for credit in 2006. This is an increase from the approximately one percent of students that was determined to be participating in study abroad in 2000.
This is attributable, in part, to increased levels of financial support from universities as they follow up their institutional commitment toward study abroad. Indeed, the number of institutions reporting financial support mechanisms to encourage students to go abroad has increased since 2000. According to survey results, 81 percent of institutions currently provide some type of financial support for Canadian students wishing to have a study/work/research experience for credit abroad, which represents an 18 percent increase since 2000.
Student mobility in the other direction — international students attending Canadian institutions — also is growing. AUCC’s 2007 publication, Trends in Higher Education — Volume 1: Enrolment, shows that after declining from more than 30,000 full-time foreign students in 1990 to 25,500 in 1996, the number of visa students on Canadian campuses has grown rapidly to approximately 70,000 full-time and 13,000 part-time visa students in 2006 (AUCC, Trends in Higher Education – Volume 1: Enrolment, 2007, p. 16).
Additionally, another significant measure — provision of scholarships — shows an upward trend in growing internationalization activities. Overall, 69 percent of responding institutions indicated that they offer scholarships especially targeted to international undergraduate students, an increase of 33 percent from 2000. For international graduate students, 62 percent of respondents indicated that they offer targeted scholarships, an increase of 24 percent.
While the above-mentioned study abroad rate increase is a positive development, an overwhelming majority of Canadian students clearly still do not participate in study abroad for credit and therefore internationalized curricula becomes an important avenue for these students to develop the global perspective and skills and the universities are demonstrating that they are committed to providing it. Survey results show that approximately 95 percent of respondents indicate that bringing an international dimension to the curriculum and teaching/learning process is either an overall strategic priority at their institution or in the process of becoming one.
This commitment is leading to results in internationalizing the curriculum, as demonstrated by the increasing number of internationally-oriented programs. Using data from its Directory of Canadian Universities, an electronic database of all academic programs offered by member institutions, AUCC undertook a search of all disciplines offering these types of programs (e.g. international relations, area studies, international development) as well as modern foreign language and literature programs. The analysis showed that 61 universities offered a total of 356 programs with an international focus in 2006 — at all levels of study (see Figure 2).
Figure 2 (click here to view enlargement)
Faculty involvement in internationalization of the curriculum is evolving and progress has generally been made since 2000 to support faculty members and as mentioned above increase their level of engagement in internationalizing the curriculum. Survey results show significant levels of faculty interest and engagement in internationalization of the curriculum — an encouraging result given the range of demands on faculty members. Some of the most popular strategies to integrate an international or intercultural dimension into appropriate courses were: involvement of international scholars and visiting experts; encouraging students to have work/study/service learning experiences of projects with local cultural/ethnic community groups; using international or intercultural case studies, role plays, and so on; and organizing and conducting international field work or study tours.
With regard to support mechanisms provided to faculty by the institutions, nearly 60 percent of respondents indicated that their institutions use workshops to help faculty members internationalize the teaching/learning process and curriculum — or said that a plan to do this is under development. This was an area of concern in 2000, when 70 percent of institutions did not have such an approach in place.
Knowledge exports are also seeing results in internationalization efforts of universities. Three-quarters of responding institutions indicated that they are engaged in delivering education and training programs outside Canada and more than two-thirds indicated that they are actively marketing education products and services in other countries. This is a significant increase from 2000, when only 42 percent were actively engaged in marketing and knowledge export activities.
Challenges
Despite encouraging signs, some persistent challenges remain to further strengthening the state of internationalization in Canadian universities.
According to survey results, the most frequently identified sector-wide challenge facing the higher education community in Canada is lack of financial support for overall internationalization priorities.
This financial barrier is present in the more specific internationalization activities as well. For example, when asked to identify the most significant barrier preventing more students from participating in study abroad, respondents identified most often lack of funds or financial support. Similarly, the lack of seed funds or support to help universities develop educational products for an overseas market was identified as the top measure needed to enhance efforts to export educational products. Likewise, the top barrier to Canadian faculty engagement in research collaboration with developing country partners identified by respondents is lack of research grants or funds.
Finally, also of note, the second most frequently indicated sector-wide challenge to achieving the goals of internationalization is the lack of coordinated federal government strategy to enhance internationalization efforts and improve coordination among provincial and federal governments and nongovernment stakeholders.
Looking ahead, as many countries strive to excel in the global knowledge economy, the competition for the best and brightest minds is only going to intensify, as will the need for having truly globally-minded citizens. A policy imperative therefore exists in Canada to support the internationalization of higher education. As universities continue to put more of their resources and efforts into the internationalization process as a mainstream component of their strategies, greater financial support and an improved overall national effort would go a long way to leverage these exciting activities.
Authors' Information
Tom Tunney and Robert White are Senior Policy Analysts in the International Relations Division of the Association of Universities and Colleges of Canada (AUCC).
rwhite (at) aucc (dot) ca
ttunney (at) aucc (dot) ca
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