Internalization strategies of liberal arts institutions in a globalizing economy

Abstract

The complex forces of globalization have transformed higher education institutions in two significant ways. First, they have been compelled to emphasize curricula and degree programs that complement the demands of the contemporary global economy. Second, their drive to expand existing dimensions of internationalization has become a new component of institutional competition for students, faculty, and revenue. In response, efforts have emerged to measure this increased level of internationalization, but these efforts are inadequate because they are based on subjective methods, an almost exclusive focus on large public institutions, but most importantly focus on inputs rather than student learning. As a result, contributions to the global economy from small and medium sized liberal arts institutions (SMLACs) are largely discounted. Therefore, this research seeks to bring attention to the liberal arts curriculum found at most U.S. institutions, but which is vigorously promoted at SMLACs, as well as the unique contribution of place to the undergraduate experience at SMLACs. It is argued that it is the nature of a liberal arts program to develop a student’s global competence – the knowledge, skills, and attitudes that are necessary for graduates to function effectively in the global marketplace. From this, it is argued that bachelor degree graduates from SMLACs are better prepared to function in the global economy. This is tested using a mixed methods approach starting with the development of a higher education internationalization (HEI) index that emphasizes the global nature of a liberal arts curriculum using readily available data. This is followed by a survey and interviews with administrators at SMLACs in Indiana, as well as a review of institutional strategic plans. Results indicate that SMLACs have a significantly higher HEI index, but this is achieved through targeted strategies, primarily emphasis of study abroad and, to a lesser extent, the recent emphasis of global focus of the curricula and foreign languages. One significant finding is despite the competitive forces introduced by the trend toward increased internationalization, SMLACs show few signs of institutional stress, and decisions to internationalize are based on their contributions to student learning, not to position the institution in higher education marketplace.