Padama, Acierto, Alfuente, Balagtas, Irapta, Lacuata, Padama, Rodriguez, Ruiz Internationalization...

7/31/2019 Padama, Acierto, Alfuente, Balagtas, Irapta, Lacuata, Padama, Rodriguez, Ruiz Internationalization of HEI's

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Presenters:

Edith L. Padama, Ph.D. Arellano University

Marilyn Ubia-Balagtas, Ph.D.Philippine Normal University


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Co- Researchers

Editha L.Padama Arellano UniversityRosyl Arlene P. Alfuente Arellano University

Ferdinand Lacuata National Teachers CollegeErlinda G Acierto Asian Social Institute

Angelina C. Irapta PMI CollegesEdward Padama FEU East Asia College

Archieval A. Rodriguez Arellano UniversityElsa H. Ruiz Asia Social Institute


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A model for internationalizationbased on conceptions and

actual practices of purposively

selected 14 private HEIs inManila that have foreignstudents.


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A process of making the institution a venuefor exchanges between its administrators,faculty, staff and students and those from

other institutions of other countries in termsof academic, research, and cultural

undertakings.


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Gainingconceptual/theoreticalunderstanding fromstakeholders

Conceptions of anInternationalizing

HEI Achieving practicalinsights from the

processProposing a

framework model

Figure 1:The Research Paradigm


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Statement of the Problem1. How are HEIs involved in the study

described as to the following aspects? Number of the students from the Philippines to other

countries Number of students from other countries to the Philippines

Nationalities of the countries enrolled in the Philippines Programs of courses offered Admission of foreign students Requirements for students going out Retention policy for foreign students Special features of the programs Years of program completion Years of operation of the internationalization program Faculty trainings given


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Statement of the Problem2. What conceptions on internationalization

can be gathered from the stakeholders of HEIs in NCR in terms of the followingdimensions:

Curriculum and instruction Facilities and support Cooperation and development assistance Diversity income generation Research collaboration

International-intercultural understanding/networking Academic standards and quality Mobility and exchange for students and teachers International students recruitment


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Statement of the Problem

3. What internationalizing processes are set in place by the HEIs in order to realize theconceptions of internationalization by thestakeholders?

4. What conceptual framework forinternationalizing private HEIs in thePhilippines can be developed from the analysesof the stakeholders conceptions and practices?


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Research Design : Descriptive-survey

Instrument: 4-pt Likert Scale andopen-ended questionnaire validated

using triangulation technique (expertson internationalization locally andinternationally) with internalconsistency reliability of 0.96 usingCronbach Alpha.


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Selection of the Respondents:Multi-stage

It is stratified because respondents come from four groups of stakeholders of the institution: fourth year undergraduate and

graduate students, faculty, staff, and administrators. It is convenient because the number of respondents from eachgroup of stakeholders was decided upon by the participatinginstitution depending on their population and retrievedinstruments. It is quota because the institution to be part of the study has tohave a minimum of 10 and a maximum of 50 respondents.


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- face to face meetings and brainstorming sessions for thecrafting of the research proposal, validation of theinstrument , and decisions on the actual conduct of the

study .- pilot testing of the instrument to establish its reliability- emailing for the validation of instruments by the localand foreign experts and for the write-up of the research

paper- actual administration and retrieval of instruments from12 private HEIs in Manila

Pre-data gathering


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DATA ANALYSIS

To know the status of internationalization of the respondent institution supplied in the survey

questionnaire, a frequency count for thequalitative responses was made and itsequivalent percentage was computed.

For Problem 1


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DATA ANALYSIS

To know the conceptions on internationalization of thestakeholders of the respondent institution gathered through thetwo-pronged questionnaire, the following steps were done:

For Problem 2

1. Coding of responses in the 4-pt scale having all positivestatements with responses coded as follows:

Response Numerical Code Strongly Agree 4

Agree 3

Disagree 2

Strongly Disagree 1


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DATA ANALYSISFor Problem 2

2 . Computing weighted mean of each indicator of a dimensionof internationalization and interpreted using the scale rangebelow:

WeightedMean Meaning

3.5 to 4.0 The specific group of respondents/stakeholders agrees strongly tothe given statement explaining how to internationalize an HEI

2.5 to 3.49 The specific group of respondents/stakeholders agrees to the given

statement explaining how to internationalize an HEI 1.5 to 2.49 The specific group of respondents/stakeholders disagrees to the

given statement explaining how to internationalize an HEI

1 -1.49 The specific group of respondents/stakeholders disagrees strongly to the given statement explaining how to internationalize an HEI


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DATA ANALYSISFor Problem 2

2 . Coding of the qualitative responses in the open-endedquestionnaire

The dimensions in the 4-pt scale were used as initial themes of the qualitative responses. These are as follows:

1. Curriculum and Instruction2. Facilities and Support System3. Cooperation and Development Assistance4. Diversity Income Generation5. Research Collaboration6. International and Intercultural

Understanding/Networking7. Academic Standards and Quality8. Mobility and Exchanges for Students and Teachers9. International Students Recruitment


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DATA ANALYSIS

For Problem 2

3 . Examining the qualitative responses under eachdimension of internationalization and coded them

using the indicators of the 4-pt scale as initial sub-themes .


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Code Dimension of Internationalization and Indicators 1 Curriculum and Instruction 1.1 The institution has an Inclusive Curriculum (i.e. courses are

designed to allow students of different race, religion, culture,gender to learn together).

1.2 The institution has courses on foreign language (e.g. English,Spanish, Chinese, German, etc) to understand the people of other countries.

1.3 The institution offers international/multicultural/global courses that

may be a venue for understanding and appreciation of the cultureof other countries ( e.g Multicultural Education, Global Education,Internationalization, World Geography, World Literature, PeaceEducation, Ecology/Environmental Education, and related topics)

Coding Scheme for Qualitative Responses in theOpen-Ended Questionnaire


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Code Dimension of Internationalization and Indicators 1 Curriculum and Instruction 1.4 The institution has customized programs tailored-fit to the demands of

different markets, agencies or corporations here and abroad.

1.5 The institution has programs delivered in different modalities that couldallow students from other countries to take courses at their own timeand place (e.g. Distance Education, Correspondence Education, OpenUniversity, University in the Air, Virtual Classrooms)

1.6 The institution has information and communication technologies thatcould facilitate efficient and effective learning (e.g. internet connection,e-library, tele-conferencing.)

1.7 The institution has its own laboratory to test theories or theorize fromexperiences

Coding Scheme for Qualitative Responses in theOpen-Ended Questionnaire


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DATA ANALYSIS

For Problem 2

4 . Identifying other themes or dimensions of internationalization and other sub-themes or indicators

of a given dimension out of the coded qualitativeresponses indicating Others.


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DATA ANALYSIS

To know the internationalization processes that are setin place by the respondent HEIs supplied in the two-

pronged questionnaire, the institutions were asked toindicate whether they practice (coded 1) or not (coded0) the given indicators of internationalization in the 4-

pt scale. Frequency count and its equivalent percentage

was computed for all the quantitative responses of the14 institutions. The coding scheme used to organize thequalitative responses for the practices was the same asthat used for conceptions .

For Problem 3


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DATA ANALYSIS

To develop the framework for internationalizing private HEI s in the Philippines, the quantitative and

qualitative responses in problems 1 to 3 werereanalyzed. The table that follows was referred to inmaking decisions on the elements of the framework.

For Problem 4


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WeightedMean

Meaning Decision

3.5 to 4.0 Almost all if not all of the stakeholders agree

strongly to the givenstatement explaininghow to internationalizean HEI

The given explanation on how tointernationalize an HEI was

included and placed first in theframework before those explanationsrated agree only.

2.5 to 3.49 Majority of the

stakeholders agree tothe given statementexplaining how tointernationalize an HEI

The given explanation on how to

internationalize an HEI was included in the framework butplaced after those statements ratedstrongly agree.

Basis in Making Decisions Whether an Indicator is Includedor Not in the Framework for Internationalization


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Weighte

d Mean

Meaning Decision

1.5 to 2.49 Majority of the stakeholdersdisagree to the given statementexplaining how tointernationalize an HEI

The given explanation on how tointernationalize an HEI was modified

based on the supported qualitativefeedback of the respondents codedOther ideas and based on thereported processes that are set in placein the participating institutions.

1 -1.49 Majority of the stakeholdersdisagree strongly to the givenstatement explaining how to

internationalize an HEI

The given explanation on how tointernationalize an HEI was notincluded in the framework and replaced

with conceptions drawn from thequalitative responses of the differentstakeholders coded as Other ideas and

based on the reported processes that areset in place in the participatinginstitutions.

Basis in Making Decisions Whether an Indicator is Includedor Not in the Framework for Internationalization


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STATUS OF INTERNATIONALIZATION OF SAMPLED

HIGHER EDUCATION INSTITUTIONSThe admission requirements are previous schoolrecords, health certificate, aptitude test, and Englishproficiency test. An oral interview is likewise conducted.

Local students who go out are required to have veryhigh grades as a requisite.

In almost all the HEIs involved in the study, foreignstudents are enrolled in the mainstream program while

one school has customized programs that answer therequest of the counter part school abroad.

Normally the program is completed after four years of study, but for the customized program, one semester isrequired.


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STATUS OF INTERNATIONALIZATION OF SAMPLEDHIGHER EDUCATION INSTITUTIONS

The faculty who plays an important role in theimplementation of the program does have sometraining through online graduate programs, seminarsand workshops abroad, and must be proficient in theEnglish language.Teachers who teach in programs with foreignstudents are at least MA or MS degree holder andhave full-time permanent status.

In terms of salary, those who are teaching in themainstream program receive the regular pay whilethose in customized programs receive double theregular rate of the faculty.


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Most of the HEIs have less than 500 foreignstudents except for one which has 661 enrollees.

Most of these educational institutions have stated

internationalization in their respective vision andmission statement.

Fifty five percent of the administrators regardinternationalization to be of low level of

importance; 33% consider it of medium importancewhile 11% look at it as of high importance.

Majority of the administrators do not spell out aninstitution-wide policy on strategic plan forinternationalization.


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The following programs/strategies areimplemented by the participating institutions:short-term language program, regular degreeprogram, e-learning curriculum, double and/or

joint program with foreign partner, and graduateand post graduate programs.

A number of colleges and universities havedesignated the Dean or Director of the Academicunit to be responsible for the internationalizationprogram and one university has a Vice President forInternational Programs who is accountable for thesaid program.


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No school has host courses offered by foreign HEIsand/or providers.

Only one institution offers joint degree programswith foreign HEIs. Two or 14. 29 percent of theparticipating institutions offer internationalizationprograms at the graduate level.


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PERCEPTIONS ON INTERNATIONALIZATION OFSAMPLED HIGHER EDUCATION INSTITUTIONS

The four stakeholders agreed on forty nine (49)items of the fifty one (51) indices of internationalization.

Only two(2) items included in the nine (9)dimensions registered an interpretation of disagree.These are on: The institution has a dormitory for local foreign

students with complete amenities. The institution has international development

projects funded by agencies abroad (Worldbank,UNESCO, ADB,Aus Aid, US-aide, etc)


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PRACTICES FOR INTERNATIONALIZATION OF SAMPLED HIGHEREDUCATION INSTITUTIONS

1. Curriculum and Instruction 75% 12. Facilities and Support System 68 % 23. Academic Standards and Quality 64 % 34. Research Collaboration 54 % 4.55.Mobility and Exchanges for Students and

Teachers54 % 4.5

6. Cooperation and Development

Assistance

49 % 6

7. International and InterculturalUnderstanding/Networking

46 % 7

8. International Students Recruitment 42 % 89. Diversity Income Generation 17 % 9


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Framework for the Internationalization of Institutions

Internationalizationof HEIs

Curriculum andInstruction

Facilities andSupport System

Cooperation andDevelopment Assistance

DiversityIncome

GenerationResearch

Collaboration

International andIntercultural

Understanding/Networking

Academic Standardsand Quality

Mobility andExchanges forStudents and

Teachers

International StudentsRecruitment

F k f h I i li i


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Framework for the Internationalizationof Institutions

Curriculum

andInstruction




This dimension with 10/15 indicators covers the content and delivery

of the curriculum and educational programs of an HEI that is being internationalized including incentives and privileges that could be availed of by foreign students and faculty to ensure quality learning.


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Dimension of Internationalization and Indicators 1 Curriculum and Instruction

This dimension covers the content and delivery of the curriculum and educational programs of an HEI that is being internationalized including incentives and privileges that could be availed of by foreign students and faculty to ensure quality learning.

1.1 The institution has an Inclusive Curriculum (i.e. courses are designed toallow students of different race, religion, culture, gender to learntogether).

1.2 The institution has courses on foreign language (e.g. English, Spanish,

Chinese, German, etc) to understand the people of other countries. 1.3

1.4

Framework for the Internationalization of Institutions


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1 Curriculum and Instruction 1.5 The institution offers international/multicultural/global courses that may

be a venue for understanding and appreciation of the culture of other

countries ( e.g Multicultural Education, Global Education,Internationalization, World Geography, World Literature, PeaceEducation, Ecology/Environmental Education, and related topics)

1.6 The institution has customized programs tailored-fit to the demands of different markets, agencies or corporations here and abroad.

1.7 The institution has programs delivered in different modalities that couldallow students from other countries to take courses at their own timeand place (e.g. Distance Education, Correspondence Education, OpenUniversity, University in the Air, Virtual Classrooms)

1.8 The institution has information and communication technologies thatcould facilitate efficient and effective learning (e.g. internet connection,e-library, tele-conferencing.)

1.9 The institution has its own laboratory to test theories or theorize fromexperiences


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1 Curriculum and Instruction 1.10 The institution provides the students special

learning experiences like Field Trips or experientiallearning experiences where they could appreciatethe culture of other tribal groups or races.

1.11 The institution mandates all faculty to utilizeappropriate pedagogical approaches that underscoreinternational understanding.

1.12 The institution has set in place a monitoring systemthat enhances internationalization in the campus.

1 Curriculum and Instruction


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1 Curriculum and Instruction 1.13 The institution has created a joint curriculum with

foreign universities 1.14 The institution regularly updates the syllabus of

course offerings to capture the new trends andpressing issues around the globe that may have

implications in education. 1.15 The institution gives special academic or non-

academic awards for foreign students with exemplar

performance in the campus.

F k f th I t ti li ti


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2. Facilities

andSupportSystem




This dimension with 4/10 indicators covers the

facilities,equipment/technologies,laboratories, centers/units or organizations that could support the needs of foreign students, faculty,and visitors in an HEI that is being internationalized.


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2 Facilities and Support SystemThis dimension covers the facilities,

equipment/technologies, laboratories, centers/units or organizations that could support the needs of foreignstudents, faculty, and visitors in an HEI that is being internationalized.

2.3 The institution has provision for guidance and counseling of foreign students.

2.4 The institution has a Center for MulticulturalEducation/Foreign Students Organization that serves as

venue for the understanding of the culture of differentnations

2.5 The institution has a specific lounge for foreign students,faculty or visitors of the institution.


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2 Facilities and Support System2.6 The institution has tutorial centers that could help the

foreign students on their studies. 2.7 The institution has organizations for foreign students

in the campus. 2.8 The institution has an ecumenical chapel that is open

to students of different religions. 2.9 The institution has a Computerized Assessment

Center that keeps or makes available evaluationinstruments of different languages.

2.10 The institution provides foster parents for foreignstudents

Fr me ork for the Intern tion li tion


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3.

CooperationandDevelopment

Assistance International andIntercultural



This dimension with 3/6 indicators focuses on the activities or efforts done by an HEI that is being internationalized to get the support and cooperation of

other institutions,agencies, or organizations abroad.


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3. Cooperation and Development Assistance

This dimension focuses on the activities or efforts done by an HEI that is being internationalized to get the support and cooperation of other institutions, agencies, or organizations abroad.

3.1 The institution is engaged in international academicnetworks/alliance, consortia, or leagues with other universities and colleges in other countries.

3.2 The institution is engaged in formulating policies to achieveacademic, scientific, economic, technological or cultural tieswith other colleges and universities abroad

3.3 The institution promotes cultural mutuality/ interculturallearning/ecumenical or inter-religious activities


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3. Cooperation and Development Assistance

This dimension focuses on the activities or efforts done by an HEI that is being internationalized to get the support and cooperation of other institutions, agencies, or organizations abroad.

3.4 The institution opens its programs to foreign students fromless developed countries that have satisfied their entryrequirements.

3.5 The institution offers scholarships/grants for foreignstudents who come from less developed countries

3.6 The institution has regular communication with partner institutions in other countries to update them or be updatedof the performance, problems, or needs of their faculty andstudents under an exchange program.

Framework for the Internationalization


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4. Diversity

IncomeGeneration




This dimension with 4/6 indicators focuses on the strategies or techniques

that could be employed by an HEI that is being internationalized to get funds from alternative sources or creative income generating projects that could sustain or increase its level of internationalization.


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4. Diversity Income GenerationThis dimension focuses on the strategies or techniques that could be employed by an HEI that is being internationalized to get funds from alternative sources or creative income generating projects

that could sustain or increase its level of internationalization.

4.1 The institution generates alternative sources of income like offering educational programs or creating publications patronized by institutions andindustry abroad.

4.2 The institution has projects that are sponsored byforeign agencies or institutions.

4.3 The institution has a specific budget coming fromits partner institution from other countries.


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4. Diversity Income GenerationThis dimension focuses on the strategies or techniques that could be employed by an HEI that is being internationalized to get funds from alternative sources or creative income generating projects

that could sustain or increase its level of internationalization. 4.4 The institution expands to accommodate students

abroad (e.g. establishes campuses abroad, createsvirtual classroom, etc).

4.5 The institution has stalls in the campus that could provide the basicor educational needs of foreign students as an additional source of income. (e. g. food stalls for different countries, souvenir shops, etc.)

4.6The institution promotes the expertise of its pool of experts or human resource that could be consulted online or face-to-face bystudents and faculty abroad but part of their professionalfee/honorarium goes to the University Fund.



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5.

ResearchCollaboration




This dimension with 5/7 indicators focuses

on the efforts of the institution to contribute to the body of knowledge about the global society through collaborative research.

5 Research Collaboration


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5. Research CollaborationThis dimension focuses on the efforts of the institution to contribute to the body of knowledge about the global society through collaborative research.

5.1 The institution leads research activities done incollaboration with educational institutions or industry inother countries.

5.2 The institution conducts studies on internationalcomparative education to understand differences betweenand among nations.

5.3 The institution contributes to the growing body of knowledge through conduct of research.

5.4 The institution has faculty, students or administrative staff who participates in international studies as researchers or respondents.


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5. Research CollaborationThis dimension focuses on the efforts of the institution to contribute to the body of knowledge about the global

society through collaborative research.

5.5 The institution organizes international conferences whereresearch studies are presented or disseminated.

5.6 The institution contributes articles in refereed

research journals published by internationalorganizations.

5.7 The institution has a faculty research exchangeprogram with other universities abroad.



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6.

InternationalandInterculturalUnderstanding/Networking International and

InterculturalUnderstanding/

Networking


This dimension with 7/9 indicators focuses on the efforts of the institution to help promote

understanding and respect of the culture of different nations.


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6. International and InterculturalUnderstanding/NetworkingThis dimension focuses on the efforts of the institution to help promote understanding and respect of the culture of different nations

6.1 The institution has programs and activities to promoteintercultural understanding among all stakeholders withinthe campus

6.2 The institution organizes multicultural activities participated in by institutions within ones country or byinstitutions from other countries.

6.3 The institution has activities that promote understanding of

different cultures in the country and beyond. 6.4 The institution, its faculty, students or administrative staff

are active members of international organizations

l d l l d d k


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6. International and Intercultural Understanding/Networking

6.5 The institution has a Center for Multicultural Education/

Foreign Students Organization that serves as venue for theunderstanding of the culture of different nations.

6.6 The institution has Memorandum of Agreements or Memorandum of Understandings with institutions from other

countries. 6.7 The institution participates in international assemblies or

activities for the promotion of ones culture.

6 i l d l l d di ki


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6. International and Intercultural Understanding/Networking

6.8 The institution provides opportunities for students, faculty

and administrators to be actually immersed to the cultureof other countries through exchanged/ twinning programswith foreign institutions to gain better understanding of thediverse cultures of people in the world.

6.9 The institution has a website to understand the cultures of different nationalities of students, faculty, staff oradministrators inside or outside the campus.



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7.

AcademicStandards andQuality




This dimension with 6/7 indicators

focuses on the efforts of the institution to meet the national and international standards of quality education.


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7. Academic Standards and Quality.This dimension focuses on the efforts of the institution to meet the national and

international standards of quality education. 7.1 The institution is at least level two accredited or ISO

certified. 7.2 The institution has well-defined standards that are

benchmarked with national and/or international standards. 7.3 The institution has faculty, administrators and staff with

special trainings or exposures abroad. 7.4 The institution has faculty and administrators who have

high profile (i.e. recognized for their expertise here andabroad).

7 Academic Standards and Quality


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7. Academic Standards and Quality.This dimension focuses on the efforts of the institution to meet the national and international standards of quality education.

7.5 The institution is recognized in international society (e.g.cited in international publications as a good institution for learning).

7.6 The institution has faculty and administrators who arerecipients of scholarships, fellowships or grants abroad. 7.7 The institution has stringent policy in accepting and

retraining foreign students in a particular program of study



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8.

Mobility andExchanges forStudents andTeachers




This dimension with 5/8 indicators focuses

on the efforts of the institution to expose faculty and students to foreign students inside

and outside the institution in the country and beyond

8 Mobility and Exchanges for Students and


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8 Mobility and Exchanges for Students andTeachers.This dimension focuses on the efforts of the

institution to expose faculty and students to foreign students inside and outside the institution in the country and beyond

8.1 The institution has students studying in other

institutions abroad for some of their courses. 8.2 The institution has foreign students studying in the

institution.

8.3 The institution has faculty members who taughtabroad/trained and served as consultantsabroad/attended international conferences.

8 Mobility and Exchanges for Students and


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8 Mobility and Exchanges for Students andTeachers.

8.4 The institution has faculty from foreign institutions who areteaching some courses for the students of the institution.

8.5 The institution has visiting professors from other countrieswho do academic works in the institution.

8.6 The institution has programs to assist/support internationalstudents and faculty ( e.g. tutorials, orientation, visa renewalassistance, scholarship programs

8.7 The institution has access to online teaching by faculty in theinstitution abroad.

8.8 The institution has faculty conducting online classes for students in other countries



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9.

InternationalStudentsRecruitment




This dimension with

4/5 indicators focuses on the efforts of the institution to recruit more foreign students.


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9 International Students RecruitmentThis dimension focuses on the efforts of the institution to recruit more foreign students.

9.1 The institutions educational programs, courseofferings, syllabi and policies for admission andretention of students are available online.

9.2 The institution has computerized or onlinesystem in recruiting and enrolling internationalstudents.

9.3 The institution has one -stop process inenrolling students.


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9 International Students RecruitmentThis dimension focuses on the efforts of the institution to recruit more foreign students.

9.4 The institution has efficient way for payment of fees (e.g. allows on-line payment of fees).

9.5 The institutions academic programs are

advertised in many forms like using foreignstudents as promoters of the institutions program to other students in their countryof origin, keeping a network/tie up withother institutions to disseminate academicofferings, and attending internationalcollege fair.

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Conclusions1) Internationalization is already a part of

the core of operation of HEIs in theNational Capital Region;

2) At the conceptual level, the stakeholdersof HEIs with foreign students sharecommon conceptions of internationalization in higher

education.

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Conclusions3. At the practical level, HEIs have unique

and varied processes, strategies, andtechniques of realizing their conceptions

of internationalization.4. The conceptual framework is developed

based on the conceptions and practicesarticulated by the stakeholders fromHEIs in the NCR.


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RecommendationPremised on the aforecited reasons, theresearch team strongly recommends the

possible adaption, revision, modeling of the Conceptual Framework forInternationalizing Higher EducationInstitutions in the Philippines.


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