Reframing International Education

When the University of Michigan introduced a campuswide focus on engaged learning as part of preparations for its bicentennial in 2017, intercultural knowledge was one of the five core learning goals promulgated by leaders. Even so, Amy Conger hoped to broaden the view of international programs beyond this particular outcome.

Even with the new emphasis on intercultural knowledge, “the ‘internationalization for the sake of internationalization’ argument has its limitations,” says Conger, the university’s associate vice provost and director of global engagement.

While international education remains vital in a changing world, the reality at most institutions is that it is one of a wide range of priorities. As those priorities shift or are emphasized in new ways as part of evolving initiatives or strategic plans, senior international officers (SIOs) must make sure that their efforts complement the institutional big picture.

“Large public research institutions tend to have multiple priorities, and they’re often competing,” says Gonzalo Bruce, assistant provost for the Center for Global Education at Boise State University. “There are several conversations that SIOs have to manage to keep the conversation going.”

SIOs at all institutions—large, small, public, and private—face the growing need to become more entrepreneurial and focused on internal and external partnerships. They must also rethink how the value proposition of global learning shifts when their institution reframes its mission, which should mean thinking critically about the reasons behind their internationalization activities and goals.

“We’re trying to rethink our narrative around international education and education abroad—why do we engage globally?”