The Community College in a Global Context E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B CC Single Issue Community Colleges
• Sprache: Englisch

Seitenzahl: 250

Veröffentlichungsjahr: 2013

Beschreibung

The community college is poised to contribute beyond its owncommunity to across the world. To do so--to advance the workfor the betterment of students and communities--it must engageinternationally while building capacity. Recognizing the growing importance of educating students in aglobalized world, this volume explores the community college in aninternational context. It addresses global ideals, values,competencies, and understanding in a local context and shows: * How individual community colleges have internationalized * How models and partnerships can aid progression tocomprehensive internationalization * How international systems consider adoption andadaptation. The authors point to a crucial vision for the future:Globalization has moved the U.S. community college steadily frominternational education as an add-on to international education asa choice, and now to international education as a crucial,integrated mission that has drawn increased interest from othernations intent on an educated, skilled citizenry. The communitycollege is no longer about the United States; the community collegeis for all of us, a world phenomenon. This is the 161st volume of this Jossey-Bass quarterly reportseries. Essential to presidents, vice presidents, deans, andother leaders in today's open-door institutions, New Directionsfor Community Colleges provides expert guidance in meeting thechallenges of their distinct and expanding educational mission.

Leseprobe

Table of Contents

Title page

Copyright page

EDITORS’ NOTES

Chapter 1: Resituating the Community College in a Global Context

Community College International Education in Three Acts

Chapter 2: Building Support for Internationalization Through Institutional Assessment and Leadership Engagement

History of Community College Internationalization

A Model of Institutional Internationalization for Community Colleges

Framework for Comprehensive Internationalization

Local Variations of the Model

Leadership for Internationalization

Action Steps for Boards of Trustees and Executive Leadership

Summary

Chapter 3: International Students as a Resource for Achieving Comprehensive Internationalization

Defining Comprehensive Internationalization

A National Call to Action

The Competitive Advantage: The President, Plan, and Chief International Officer

Creating a Culture of Evidence

Final Thoughts

Chapter 4: Internationalization and Faculty-Led Service Learning

Community College Internationalization

Internationalization at Madison College

Walking the Talk of Experiential Learning Models

Conclusions

Chapter 5: Transforming International Education Through Institutional Capacity Building

Faculty Development

Experiential Professional Development: Early Days

Development as a Tool for Internationalization

Consortium Initiatives

International Students

New Capacity

Conclusion

Chapter 6: Strategic Partnerships in International Development

Analytic Framework

Principles for Effective Strategic Partnerships: Reducing Knowledge Gaps in International Development Partnerships

Learning From Experience and Implementing Improvements

Assessing Strategic Partnerships in International Development

Community College Partnerships

Recommendations for Successful Community College International Strategic Partnerships

Conclusion

Chapter 7: The History and Future of Community Colleges in Vietnam

The Higher Education Situation in Vietnam

Current State of Vietnam Higher Education

Community College: A Solution for the Reform of Vietnam Higher Education

Major Events in the Development of Community Colleges in Vietnam

Current Status of Community Colleges in Vietnam

Future of Community Colleges in Vietnam

Chapter 8: Bringing Community Colleges to Tunisia

Background

Conclusions

Chapter 9: U.S. Community Colleges and a Response to the Arab Spring

Community Colleges and the Arab Spring

The U.S. Community College as a Model for Reform

New Technical Institutes and Community Colleges

National Symposium on Tunisian Higher Education and U.S. University Engagement

The Challenges Ahead

Three Systemic Issues

Four Institutional Issues

Possibilities for the Future

Index

THE COMMUNITY COLLEGE IN A GLOBAL CONTEXT

Tod Treat and Linda Serra Hagedorn (eds.)

New Directions for Community Colleges, no. 161

Arthur M. Cohen, Editor-in-Chief

Richard L. Wagoner, Associate Editor

Allison Kanny, Managing Editor

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NEW DIRECTIONS FOR COMMUNITY COLLEGES (ISSN 0194-3081, electronic ISSN 1536-0733) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Community Colleges, Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104.

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EDITORS’ NOTES

The purpose of this volume of New Directions for Community Colleges is to explore the community college in an international context in an effort to address the needs and interests of both scholars in the field and leaders on the front line of educating students in a globalized world. The contributors to this volume are deeply committed to the essential work of community colleges in the world, simultaneously addressing global ideals, values, competencies, and understanding in a local context.

In Chapter 1, we resituate the U.S. community college in a global context. Our premise, which is supported throughout the volume, is that international education is core to our mission, that the community college is rapidly becoming less about the United States and more about all of us. Internationalization through people, planning, and partnerships has a dramatic impact on learning, on workforce preparation, and, in a few notable cases, on burgeoning democratic identities worldwide.

Chapters 2 and 3 provide models for planning and implementing international education. Bonnie Bissonette and Shawn Woodin provide a model for enhancing internationalization at community colleges that attempts to address both the community college context and a developmental approach that moves from isolated to integrated activities. In addition, community colleges should work to develop leadership support beginning with the board of trustees and executive leadership. Michael Brennan and Donald A. Dellow provide a rationale for comprehensive internationalization and create a sense of urgency, illustrating that, if community colleges fail to integrate international education as a core element, they do so to the detriment of their communities and their students.

Chapters 4 and 5 present cases of transformational institutional internationalization. Geoffrey Bradshaw details an “arc of community college internationalization” that leverages regional consortia, obtains external funding to achieve staffing and infrastructure development, generates credibility through continuous assessment and improvement, and builds capacity and involvement of faculty in field studies and service learning to create experiential learning experiences for students. Jack Bermingham and Margaret. Ryan provide insight into the Highline Community College strategy for internationalization, which couples deep professional development of faculty and staff and wide-ranging international development projects to transform an institution.

In Chapter 6, Tod Treat and Mary Beth Hartenstine outline a model for strategic partnerships in which resource needs, purpose-driven approaches, cultural dimensions, and social network dimensions all play a role in determining what partnerships to prioritize, how to assess their success, and how to sustain them.

Chapters 7, 8, and 9 move the focus to developments outside the United States that so dramatically affect the future of international education in community colleges. Anh T. Le outlines the growth and progression of the burgeoning community college system in Vietnam. Linda Serra Hagedorn and Wafa Thabet Mezghani address efforts to bring community colleges to Tunisia, outlining the specific cultural attributes that must be considered for successful adaptation of the community college model. The important efforts in these two countries are but a few of a host of non-U.S. community college systems now in development, illustrating both the recognition internationally of the effectiveness of the model and the deep responsibility of us all to provide support and partnership.

The final chapter of the volume presents a broader perspective addressing the potential impact of community college adoption in the Middle East and North Africa. In Chapter 9, John Shumaker of AMIDEAST suggests that three systemic issues must be addressed as community college models are considered: levels of institutional autonomy, leadership, and student access and enrollment flexibility. Institutionally, these issues are manifest in the degree of stakeholder engagement, level of focus on student success, balance of theory and practice, and methods of teaching and learning.

In the end, this volume’s reflection on how individual community colleges have internationalized, how models and partnerships can aid progression to comprehensive internationalization, and how international systems consider adoption and adaptation points to a crucial vision for the future: Globalization has moved the U.S. community college steadily from international education as add-on to international education as a choice, and now to international education as a crucial, integrated mission that has drawn increased interest from other nations intent on an educated and skilled citizenry. The community college is no longer about the United States; the community college is for all of us, a world phenomenon.

Our appreciation goes out to the authors for their commitment to this international work and for sharing that work through this volume. As with all editorial work, the twists and turns needed to finalize the volume required patience and quick responses on the part of the authors, for which we are grateful. Finally, we wish to thank the editors of New Directions for Community Colleges for their continued commitment to bridging research and practice and for offering a venue for dialogue and professional development that advances the community college mission.

Tod TreatLinda Serra HagedornEditors

TOD TREAT is vice president for Student and Academic Services at Richland Community College in Decatur, Illinois, and adjunct assistant professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign.

LINDA SERRA HAGEDORN is professor and associate dean in the College of Human Sciences at Iowa State University in Ames, Iowa.

1

Resituating the Community College in a Global Context

Tod Treat, Linda Serra Hagedorn

From locally focused institutions intent on access and affordability to higher education, workforce preparation, and community engagement, the contemporary community college is poised as a global partner for the democratization and development of a global workforce.

Community colleges were never designed to be international education centers. In fact, colleges were renamed “community” in lieu of “junior” to specifically highlight the college’s role in serving the needs of the local community. Community colleges’ missions have been traditionally locally focused: meeting the needs of students in transfer, career and technical, developmental, and community education. Importantly, community colleges have had the responsibility to train the community citizenry to meet the needs of local employers, thus creating local workforce development for economic prosperity. Many community college systems contain a local element of funding, such as local property taxes or sales taxes. At the same time, community colleges have historically focused on access, affordability, and convenience that have served their geographic service areas well.