The empirical basis for adopting a civic rationale for internationalization

Abstract

While considerable consensus exists regarding the importance of internationalizing postsecondary education, little is known about whether distinct forms of internationalization influence civic engagement. This study estimates the degree to which study abroad and internationalization at home (IaH) are associated with international volunteerism among undergraduate alumni at research universities in the United States (n = 93). Results from a multiple regression analysis revealed that extensive IaH-reflected by both the presence of internationalized general education and a high concentration of international students-and the institutional study abroad rate were both positively associated with international volunteerism, operationalized as participation in the Peace Corps. Limited forms of IaH were not predictive of international volunteerism. Regression models explained between 29 and 38% of the variance in international volunteerism. The findings suggest that institutions can better prepare students for the challenges of global civic engagement by increasing participation in study abroad and implementing an extensive and systematic IaH strategy.

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

“…Needless to say, the concept of interculturality has become an important discursive tool in such efforts. Global, international, and intercultural dimensions have been increasingly introduced to HE curricula across disciplines falling on rationales as disparate as ensuring individual, institutional, and national competitiveness, and supporting global civic engagement (Horn, Hendel, & Fry, 2012). Several disciplines, such as business and management, language, or health education (Breidenbach & Nyíri, 2009;Dervin & Tournebise, 2013), as well as trainings and advice provided prior to or during exchange periods (Dervin & Layne, 2013;Santoro, 2014), draw on and reproduce the popular essentialist notions or engage with a Janusian vision (Dervin, 2011) that uncritically combines essentialist and non-essentialist understandings of culture.…”

There is no one way to internationalization at home: Virtual mobility and student engagement through formal and informal approaches to curricula

“…As Harrison (2015) mentions, encounters between home and international students in the classroom are becoming increasingly frequent, particularly in the humanities and social sciences, finding more resistance from technology and sciences scholars. Horn, Hendel, and Fry (2012) and Jones (2013) stress the potential of multicultural classrooms to purposefully develop intercultural competencies in both domestic and international students. Indeed, Arkoudis et al (2013) believe that academics should take advantage of these opportunities that are many times underused, as peer interaction can provide a greater sense of belonging with positive impacts on students' learning achievements.…”

“…Although interactions between home and international students can be held both in and beyond classrooms (Horn, Hendel, & Fry, 2012;Jones, 2013), some students have difficulties initiating interaction with foreign students (Harrison, 2015), namely due to language barriers, anxiety, and fear of being judged or inadequate. Hence, although students are expected to seek and be motivated to engage in intercultural experiences, their initial proneness tends to be low (Harrison, 2015).…”

What drives Chinese private colleges internationalization?

“…"Going out" can be called "outward internationalization". "Please come in" can be called "inward internationalization", similar to argument of Internationalization at Home (Horn et al,2012. The "going out" strategy means China actively participates in pushing the indigenous talent to the world and the "please come in" strategy means China is eager to attract talent all around the world to work in China.…”

“…The "going out" strategy means China actively participates in pushing the indigenous talent to the world and the "please come in" strategy means China is eager to attract talent all around the world to work in China. Horn et al(2012) argued strategy of recruiting international students and strategy of infusing international content into the curriculum can be termed Internationalization at Home.…”