Question 38

38. Does the international programs office consider this initiative as relevant to the work that they are doing?

If they do, is globally networked learning becoming an identified vector of internationalization at each institution?

If not, how can the office become better engaged to consider globally networked learning?


I think they believe it is important and they have offered their support but it is not yet a part of their mission.

I hope so (USA), but I am not sure (USA)

ULPGC: Internationalization is a key component of the ULPGC policy. Furthermore, internationalization matched with mobile learning (OpenCourseware included) is the way the ULPGC chose to face the needs of students engaged in a globalized world. The ULPGC is an Open University.

The interests of the two institutions resolved smoothly, the GNL will be a very desirable program. At TTU, the concept of globally connected learning is appealing, but, unfortunately, the staff is so overworked, they have little time or energy to contribute.

UNISA: Partnership development is considered very important but internal structural matters are limited.

NCCU: The international programs office at NCCU has been instrumental in the development of the project partnership between UNISA, NCCU, and the Royal School of Music in Denmark. The Office of International Affairs hope to sustain and strengthen the existing international partnership through other collaborative projects that will reinforce network teaching of jazz.

RAMA: This program is considered very important as a strategic tool for extending distance learning based courses and to fulfilling the strategic goal of realizing a “global mindset” among students and staff

At SUNY Geneseo, the Office of International Programs considers this initiative as very relevant to its work, so much so that Geneseo has become a member of COIL’s Nodal Network. The OIP, the Provost, and many faculty are excited by the potential of globally networked learning.

At MSU, I (Mira) assume yes, but they are not engaged at the department level. In terms of being a vector of internationalization, yes, they are, but there are too many levels of bureaucracy.

Yes, this initiative is certainly relevant to the mission of our Office of Global and International Strategies. We are in the process of developing strategies to include this form of learning as part of strengthening Mason’s global education curricula.

I (Irina) am not sure about the opinion of the international programmes officer about this particular course, but it is well known fact that HSE is deeply interested in internationalization of its teaching and does a lot to promote globally networked learning. In that sense HSE is a pioneering institution in Russia.

The COIL opportunity is relevant and the Office of International Education supports these activities.  But, the “work” is not done by our office but rather by dedicated faculty members on campus.  We consider our office in the role of providing encouragement and support rather than part of our work load.

All parts of a University are interrelated and have an effect on the other parts.  Thus the Department of Women’ and Gender Studies adds to the atmosphere of enquiry and knowledge in a way that impacts students and researchers in the Department of Sociology and so on.  So in a very broad sense , the COIL globally networked learning activities affect the depth and breadth of the academic experience at Brockport.

 More specifically, the Office of International Education considers COIL to be an important part of internationalization because it provides a very rich avenue for international learning and exposure to both domestic and foreign students.  We do not at present consider this endeavor a part of Study Abroad, International Internships or International Recruitment.  We do consider this to be a part of international relations and international research/teaching/learning activities – and thus could be considered a “vector” of international activity.  Thus this is a small but important part of Brockport activities at present.

 Globally networked learning at Brockport needs to have support from the Office of International Education but should probably be promoted by the Center for Excellence in Learning and Teaching (CELT).  This office does an outstanding job of helping faculty to try new endeavors and to build new pedagogical approaches into the vast array of learning opportunities on campus.

Buffalo State:  Dr. Grace has been very supportive.  She retired from the office prior to this course going “live,” but has remained very interested.  We expect that she will be an advocate for COIL’s work with the new assistant dean of international education.

Apparently not yet at UC.  They, Honors, and the University remain focused on moving bodies through short and longer term study abroad within and beyond courses, providing funding only for this. Would welcome suggestions on to how they can become better engaged and more supportive of GNL.

Yes, the international programs center finds globally networked learning as relevant to our internationalization efforts. In 2010, our Provost appointed the UNCG Internationalization Taskforce (ITF) to serve as the campus leadership team for UNCG’s participation in the American Council on Education’s (ACE) Internationalization Laboratory, to carry out the directive of the 5.3 Strategic Planning Committee, which called for a university-wide assessment of the level of internationalization at UNCG and to make recommendations to broaden and deepen internationalization at the university. Supporting and developing globally networked learning opportunities is of specific interest to the university. 

Without a doubt, from the SJSU President to the faculty, internationalization of the curriculum has become an important theme in discussions about preparing students for 21st century jobs and citizenship.

The international programs office, including the Center for International Education and the Global Studies Program most certainly do see this initiative as relevant to the work that they are doing. We have begun discussing holding another iteration of the course in the near future.

Ashesi is well aware of the importance of globally networked learning and Patrick Awuah, the president of Ashesi came to meet with Swarthmore administration last year. Swarthmore international (off-campus study) office is primarily engaged with sending Swarthmore students abroad.

Clarke: see directly above.

Vanderbeke: The international office was rather interested, but then such collaborations seem to be rather new over here. I will discuss the possibilities with members of the international office at a later time.

Our campus is working to expand our abilities to continue such courses.

Yes. Internationalization is a high priority at RIT, and the office of International Education and Global Programs has seen our experience with globally networked learning as important to ongoing discussion. Additionally, RIT has just this year created an “Innovative Learning Institute” focused on fostering innovative online learning strategies, such as GNLEs. Starenko is an instructional designer in the ILI.

UVIC is definitely moving forward with internationalizing the campus in terms of student population and the curriculum.

ESC considers its relationship with COIL an important component of its internationalization efforts.

Yes, both institutions have made substantial commitments at the administrative, teaching, and technology levels to keeping the global learning collaborations intact.  There is one in session right now and two more planned for fall 2013.  We are also looking to expand the classes with new faculty members and themes.

NU Note: Initially there was approval from the then head of the International Division, Dr. Jack Paduntin, whom the Provost brought into the process.  NU does have an institutional desire to engage in global learning.  One of the Institutional Learning Outcomes (#4) states:

  • Demonstrate cultural and global awareness to be responsible citizens of a diverse society.

Additionally,  as part of the National University System there is a National University International (NUI) division, the goals of which state, in part:

  • To create educational collaborations for the National University System with partners abroad.
  • To enrich the student experience within the National University System by promoting cultural understanding through educational exchange.

It is through the Provost that awareness of the COIL Fellowship is being disseminated to the university at large and to NUI. 

Additionally, just this past month, the Clum Charles and Gwendolyn Bucher Endowment Faculty Scholarship Abroad Award was established at NU.  The purpose of the endowment is to enhance the recognition of National University, its programs and its faculty members in the international community; encourage the pursuit of scholarship by full-time faculty members through foreign study; and allow mutual exchange of faculty members as teachers with foreign universities.  Lead faculty Bettina Moss will be applying for this Endowment award with the hope of being chosen to further the establishment of joint courses and/or future programs in partnership with Griffith University Film School. 

Griffith note: Absolutely, and I can confirm that this has become one of the priorities of the strategic plan of the university