ERIC EJ1135214: A Dynamic Systems Approach to Internationalization of Higher Education

2016·0.42 MB·English

by  ERIC

Journal of International Education and Leadership Volume 6 Issue 1 Spring 2016
http://www.jielusa.org/ ISSN: 2161-7252

A Dynamic Systems Approach to Internationalization of Higher Education

Jiangyuan Zhou
Stockton University

Research shows that internationalization of higher education is a process rather than an end product.
This paper applies the Dynamic Systems Theory to examine the nature and development of
internationalization of higher education, and proposes that internationalization of higher education
is a dynamic system. A dynamic framework of internationalization of higher education is therefore
proposed. Internationalization of higher education has five levels – Global, National, Institutional,
Program, and Personal Levels, and each level has five components – Purposes, Outcomes, Programs,
Approaches, and Projects. Each level has a Developmental Range depending on the dynamic
relationships between factors at this level. The Initial State, Attractor State, and Control Parameters
are other key factors in examining internationalization of higher education at individual levels. A
‘snapshot’ and a wheel of internationalization of Stockton University are further discussed as
examples of applying a dynamic systems approach to internationalization of higher education. This
dynamic framework of internationalization provides theoretical and practical implications for
defining, developing, and strengthening internationalization of higher education.
Keywords: Internationalization; Dynamic Systems Theory; Higher education; Higher Education
Administration; Wheel of internationalization; Snapshot of internationalization

With the needs of the 21st century, growth of framework of internationalization focusing on
these two concerns would be a good contribution
student mobility, and advancements of
to the nature and practices of internationalization
technology, internationalization has moved ‘from
of higher education.
the fringe of institutional interests to the very core’
(Brandenburg & De Wit 2010, p.15) of higher
education. Based on various theories and research, Definitions of Internationalization of Higher
several models have been proposed to develop Education
internationalization of higher education (Altbach
& Knight 2007; Altbach et al. 2009; Brennan & Internationalization of higher education is
Garvey 2009; Chao 2014; De Wit 1995, 2000, constructed and represented differently at
2002; Dewey & Duff 2009; Henard et al. 2012; different times and in different cultural contexts
Hudzik & McCarthy 2012; Knight 1997, 2004; (Knight 2004; Leask 2012); therefore, the
Knight & De Wit 1995; Leask 2009, 2012, 2013a, definition of internationalization has been
2013b; Sanderson 2008; Van der Wende 1997, evolved in the past years. Knight (2004) defined
2001, 2010; Zha 2003). internationalization as ‘the process of integrating
However, current practices of an international, intercultural or global dimension
internationalization of higher education often into the purpose, functions or delivery of post-
prompt two questions – How to define and secondary education’ (p. 11). She emphasized
develop internationalization at individual that internationalization has national/sector and
institutions? and How to coalesce isolated and institutional levels. The national/sector forces
scattered pieces of internationalization on have a top-down effect on the internationalization
campus? Therefore, a new theory-based at institutions, but the real process of
Internationalization of Higher Education Zhou

internationalization happens at the institutional Systems Theory (DST) proposes an approach to
level. Rumbley (2013, 2014) also analysed examine the dynamics of complex systems (de
internationalization of higher education happened Bot et al. 2007; Thelen & Smith 1994, 2006;
in a national community and in individual Spencer et al. 2012). DST has been successfully
institutions as well. applied to various topics in different disciplines,
Altbach and Knight (2007) and Altbach et al. including cognition, consciousness, skills,
(2009) emphasized that internationalization learning, and language acquisition (Bielecki et al.
should include the policies and programs 2000; de Bot et al. 2007; Fischer & Bidell 2006;
undertaken by academic systems, institutions, Spencer et al. 2012; Thelen & Smith 1994, 2006;
and government – and even individuals – to van Geert & Steenbeek 2005).
respond to the global academic environment. DST defines dynamic systems as the
Hudzik (2011) defined comprehensive ‘systems of elements that change over time’
internationalization as ‘a commitment, confirmed (Thelen & Smith 2006, p. 258). That is, a
through action, to infuse international and dynamic system is constantly developing rather
comparative perspectives throughout the teaching, than fixed and static. By interacting with the
research, and service missions of higher environment frequently, the system keeps
education’ (p.7). NAFSA (2011) recognized reorganizing itself internally and hence re-
internationalization as an essential component of constructing the whole system continually across
higher education and proposed the working time and contexts.
definition of internationalization as ‘the DST proposes that one dynamic system is
conscious effort to integrate and infuse composed of many sub-systems, with the same
international, intercultural, and global dynamic principles operating at each level. These
dimensions into the ethos and outcomes of sub-systems, including all variables of the sub-
postsecondary education. To be fully successful, systems are completely interconnected. The
it must involve active and responsible variables continually interact with each other and
engagement of the academic community in global by doing so, changes in one variable or sub-
networks and partnerships’ (p. 1). system will have an impact on the whole system
These definitions of internationalization of through the self-organizing process. Therefore, a
higher education shared the same idea that dynamic system is constructed not on a simple
internationalization is a process rather than an cause-and-effect model, but on the complex
end product (Zha 2003). Internationalization interactions between variables. Multiple causes
shapes the missions and goals of institutions and might lead to different effects in various contexts,
hence changes every aspect of higher education, and ‘no single component – internal and external
and thus it has a variety of variables that – has the causal priority’ (Thelen & Smith 2006,
interacting with each other, which makes p. 281). Every variable, no matter big or small or
internationalization a complex system (de Bot et on which level, is inseparable to this nonlinear
al. 2007). But few previous studies examined dynamic system.
internationalization of higher education with a DST emphasizes two important states of
focus on these dynamic features (Knight, 2004; dynamic systems. The first one is the Initial State.
Tange & Jensen, 2012). Therefore, this paper A dynamic system is constructed based on its
applies the Dynamic Systems Theory to re- own history, and the variations of the system at
consider the nature and development of this initial starting point make it ‘sensitive to
internationalization of higher education and to specific input at specific time’ (de Bot et al. 2007,
provide solutions to the constant concerns of p. 8), and lead to different developments. The
defining, developing, and strengthening other state is the Attractor State. A dynamic
internationalization. system is open and continually self-organizing,
thus it is highly unpredictable. But under certain
The Dynamic Systems Theory: Its principles conditions, the system may display a stable status
in the constantly-changing process. This
Based on the advances in mathematics, temporary stability is an Attractor State, which
psychology, biology, and physics, Dynamic represents that the components of the system are
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Internationalization of Higher Education Zhou

coordinating coherently, and thus the system has specific Initial State, Attractor State,
reached ‘an affinity for that state’ (Thelen & Control Parameters, and context.
Smith 2006, p. 272). Then the whole system is
developing steadily and smoothly. With external Therefore, DST provides concepts and tools to
forces, the system might change from its current examine dynamic systems in all their complexity,
Attractor State, but if the perturbation of the richness, diversity, and development.
system is not strong enough to permanently In the next section of the paper, the principles
remove the affiliation of the state, the system of DST will be applied to examine
tends to return to the current Attractor State when internationalization of higher education.
the external energy disappears, but if the
perturbation is strong enough, the system will Internationalization of Higher Education: A
move on until it reaches another Attractor State. Dynamic System
The Attractor States of internationalization are
interdependent and are always built on previous Based on the definitions and literature of
ones. internationalization (Altbach et al. 2009; Bartell
DST further proposes the parameters of a 2003; De Wit & Hunter 2014; Hudzik 2011;
dynamic system, which means the factors that Knight 2004; Leask 2012; Schoorinan 1999; Van
push the system move forward or stop it from der Wende 2001; Wright 2009) and the principles
developing. The Control Parameter refers to ‘a of DST (Thelen & Smith 1994, 2006), this paper
parameter to which the collective behaviour of proposes that internationalization of higher
the system is sensitive and that thus moves the education is actually a dynamic system, and put
system through collective states’ (Thelen & forward a new dynamic framework of
Smith 2006, p. 275). This Control Parameter is internationalization of higher education (see
critical to the system because a small change of it Figure 1).
will lead to a status change – may be beneficial or In this model, internationalization of higher
detrimental – in the system. It is system-specific, education happens at five levels. Global Level is
thus a thorough understanding the system, the broadest level, which refers to the
including its components, statuses, and contexts, internationalization happens in the global context,
is necessary in identifying the Control Parameter such as the essential skills for all the students in
of this system. the 21st century, global economic development,
Overall, DST contributes to understanding or technology adopted across countries. The
dynamic systems with the following major second level is the National Level, which reflects
principles: the unique situation and needs of
internationalization in one specific country. It
 Dynamic systems are open, self- involves topics like national student mobility
organizing, and continually changing. trends or intercultural communication between
 Dynamic systems are multi-levelled, countries. The third level is the Institutional Level,
interconnected, and complicated. which refers to the internationalization at
 Dynamic systems are independent with individual institutions, with topics like
their own factors, including components, institutional missions of internationalization or
various international programs on campus.
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Internationalization of Higher Education Zhou

Figure 1. A dynamic framework of internationalization of higher education.

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Internationalization at the Institutional Level is attitudes that students acquire through a variety of
also closely related to the regional/local contexts experiences that enable them to understand world
such as cultural demographics and economic cultures and events; analyse global systems;
developments in the community. The fourth level appreciate cultural differences; and apply this
is the Program Level, which involves specific knowledge and appreciation to their lives as
definitions or requirements of citizens and workers’ (Olson et al. 2006, p. v).
internationalization in various disciplines, such as When moving from lower levels to upper
internationalization in economics or in education. levels, internationalization has broader Purposes,
The fifth level – the narrowest level – is the develops larger domains of Outcomes, happens in
Personal Level. It refers to individual activities more diverse Programs, and requires more
and skills of internationalization, such as faculty various Approaches and Projects. Therefore, the
members' courses and instructions, students' dynamic framework of internationalization of
curricular and extracurricular activities, or staff higher education is upside-down cone-shaped.
members' professional development on All these levels and the components at each
internationalization issues. level of internationalization are interconnected. A
At each level, internationalization has five small change in one component at one level might
components – Purposes, Programs, Approaches, change the current state at this level or even has
Projects, and Outcomes. These components are impacts on internationalization at other levels or
the answers to four key questions of the whole internationalization system. By
internationalization. Purposes answer the first interacting among all these components, levels,
question – Why does the subject want and environment, internationalization of higher
internationalization? Purposes are the subject’s education is constantly adapting itself, thus it is
overall goals and objectives of constructed as one dynamic system.
internationalization, such as the mission or Even though each level is a sub-system of
strategic plan of a country or an individual internationalization and operates with the same
institution. Programs are the answers to the dynamic principles, it is also an independent self-
second question – Where does the subject need organizing system. Each level has its own
internationalization? Programs refer to the areas components, Initial State, Attractor State, Control
where internationalization actually happens. Parameters, history, context, and so on. Therefore,
These areas need or require involvements and all these factors should be examined in analysing
developments of internationalization to achieve internationalization at individual levels.
their new or existing functions or objectives. Another important feature of this dynamic
Approaches and Projects answer the third framework of internationalization of higher
question – How does the subject achieve education is the Developmental Range of
internationalization? Approaches are the methods internationalization at each level (Fischer &
to achieve the Purposes of internationalization in Bidell 2006; Fischer & Yan 2002). This
various Programs. They describe and assess the Developmental Range is determined by re-
manners in which internationalization is being constructing relationships between factors at each
conceptualized and implemented. Approaches level, including the components, Initial State,
are summarized from and composed by numerous Attractor State, parameters, people, contexts, and
Projects of internationalization. Projects – the so on. Among all these factors, the Control
specific activities of internationalization – are the Parameter reflects ‘the collective behaviour of
smallest unit of internationalization and the most the system’ (Thelen & Smith 2006, p. 275) and
diverse and dynamic one as well. Outcomes are thus becomes the determinant of the
the answers to the fourth question – What does Developmental Range of internationalization at
the subject get from internationalization? each level. When the value of the Control
Outcomes are the final products of Parameter increases, internationalization will
internationalization. American Council on lose its stability and increase the variability, and
Education proposed that internationalization thus expand to its Developmental Range. This
leads to global learning, and further defined ‘new and different coordinative mode’ (Thelen &
global learning as ‘the knowledge, skills, and Smith 2006, p.275) may disappear quickly or stay
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for a while depending on the changes of the ACE Review 2010), Stockton established the
Control Parameter, and if the Control Parameter Office of Global Engagement, which focuses on
reaches a critical value, internationalization at the linkages with international universities and
this level will move on and settle into a new education abroad Programs. In 2011, Stockton
Attractor State (Fischer & Bidell 2006). established Global Perspectives as one of the four
Since internationalization at the Institutional themes of its Strategic Plan Initiatives. A Global
Level has gained the most attention and been Perspectives Initiatives Team was created and
studied the most extensively (Rumbley 2010; further divided into four subcommittees –
Schoorinan 1999), the last section of this paper ESL/Languages; Community Resources;
will introduce an example of applying this International Students; and Funding/Partnerships
dynamic framework to examine – to encourage and fund proposals related to
internationalization of a higher education global perspectives. In 2011, Stockton identified
institution, and hence to provide solutions to Global Awareness as one of its ten essential
define, develop, and coalesce internationalization learning outcomes (ELOs) and established a
at this institution. committee on infusing Global Awareness ELO
throughout the curriculum at Stockton. In the
A Dynamic Systems Approach to same year, Stockton established a Global Studies
Internationalization of Stockton University Minor. In 2012, international/global education
was identified as critical to the ongoing
Stockton University is a public four-year development, growth and success of the
higher education institution in southern New institution (Stockton ACE Report 2012). In 2013,
Jersey, USA. It has 9,000 students in eight Stockton hired an Internationalization Specialist
academic schools with 88 undergraduate and to focus on internationalizing the curriculum.
graduate programs (Stockton: About, n.d.). Specific approaches to internationalization were
developed and adopted. Building on these work
Initial State and Attractor State of and efforts, numerous projects related to various
Internationalization of Stockton University aspects of internationalization have been
implemented and proposed on campus.
DST examines dynamic systems from a So far, the key components of
developmental perspective. Therefore, internationalization have been identified and
understanding the history of internationalization shared by the Stockton community. Coordinating
of Stockton University is critical in effectively and smoothly among these
conceptualizing and developing its components and with the
internationalization (Spitzer & Zhou 2014). institutional/local/regional environment,
Stockton established an International Business Stockton University is moving forward fast and
program in 1990s and received several awards steadily in developing internationalization. Thus,
and grants of international business courses and internationalization of Stockton University has
activities afterwards. After a quiet period of reached an Attractor State – a relatively stable
internationalization, Stockton has initiated a development stage of internationalization.
campus-wide strategic planning of
internationalization since 2008. In 2008, with A ‘Snapshot’ of Internationalization of
close collaborations of the Stockton community, Stockton University
Stockton included globalization in its vision
statement – ‘Stockton University as an Internationalization of higher education is a
environmentally-responsible learning dynamic system, which means that it is changing
community of engaged citizens embracing a over time. Therefore, what we are actually
global perspective’ (Stockton: About, n.d.). In examining and measuring is just a static
2010, Stockton participated in The American ‘snapshot’ of this non-stop evolving process of
Council on Education (ACE) Internationalization internationalization. It can be simple,
Laboratory. Based on the ACE Assessment of complicated, or even chaos (Thelen & Smith
Stockton’s internationalization efforts (Stockton 2006). It is temporary and flexible, and
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demonstrates ‘the strength of the attractions competencies to challenge assumptions and
between components’ (de Bot et al. 2007, p.8) at analyse issues from multiple perspectives’
certain time and in certain context. Figure 2 (Stockton Global Awareness ELO n.d.).
shows a ‘snapshot’ of internationalization of
Stockton University in May 2015. Programs of internationalization of Stockton
University. Working with the ACE
Purposes of internationalization of Stockton Internationalization Lab, Stockton has explicitly
University. Stockton has recognized Global identified five Programs that involve and urgently
Perspectives as one of the four essential parts of need internationalization – Internationalization of
its strategic map. It is stated as ‘We envision Courses and Faculty and Student Perspectives of
laying the foundation of our global theme by Internationalization, Study Abroad Program and
building a community capable of developing Study Tours, Languages and Cultures Studies,
opportunities to collaborate across a diverse International Linkages and Faculty and Staff
world of cultures, race, gender, orientation and International Development, and International
age which prepares us for global participation. Student (Stockton ACE Review 2010). The
We understand that building a global perspective, activities happened in these five programs serve
is not limited to travel abroad. We do believe that as catalysts for the development of
in this effort, we should strive to capture the internationalization at Stockton University.
wealth of diversity and opportunity which exists
locally, and nationally. Accomplishing this theme Approaches and Projects of
is a continuum that we will pursue over time.’ internationalization of Stockton University.
(Stockton 2020 Strategic Map n.d.). This Stockton has adopted four approaches to develop
visionary statement emphasizes the efforts of and implement internationalization. The first
continually developing global perspective in not approach is adapting its curriculum for all
only students’ but faculty and staff members’ students to develop a deeper and more critical
experience as well, and the active involvement of perspective of global world, developments, and
students, faculty, staff, and local communities in opportunities. All the activities in
Stockton's internationalization process. This internationalization of higher education will
statement highlights the need to move beyond eventually lead to internationalizing the
education abroad and to use resources on campus curriculum; therefore, the success of
and in the communities. More importantly, this internationalization is always reflected and
statement points out that internationalization is an achieved in successful curriculum
on-going and continuing process. internationalization (Huang 2006; Leask 2009,
2012, 2013a, 2013b, 2014; Olson et al. 2006). By
Outcomes of internationalization of Stockton internationalizing the curriculum, Stockton
University. Stockton has identified the Global ensures that all students across disciplines are
Awareness ELO as the Outcomes or the included and their unique knowledge and
knowledge, skills, and the attitude of its global experience are acknowledged within all academic
learning. It is defined as ‘the appreciation of the aspects of the university (Leask 2012; Spitzer &
world as an interconnected, interdependent Zhou 2014). Related Projects include both
system encompassing political, socioeconomic, curricular and ex-curricular activities such as
and environmental interactions’ (Stockton Global Cultures and Languages across the Curriculum
Awareness ELO n.d.). A detailed three-level (CLAC) projects, Stockton Student Language
rubric – Aware, Competent, and Skilled – was Liaison Committee, International Education
created to explain that ‘globally aware citizens Week, Globalization Lecture Series, Model
pursue knowledge about people and places United Nations Stockton team, proposals of new
beyond their own realm of existence, and value courses, revisions of existing courses, and so on.
multicultural communication, engagement, and
collaboration. Such citizens exhibit an
understanding of challenges affecting the globe
and shaping its future. They possess the skills and
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Figure 2. A “snapshot” of internationalization of Stockton University in May 2015.
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The second approach is preparing faculty and institutions, online language learning community,
staff members for the new demands and digital badges, and so on.
integration of global learning at Stockton. Faculty
and staff members need to understand and The Control Parameter of internationalization
recognize students’ cultural backgrounds and of Stockton University. With close analysis of
experiences, and hence to provide strategies to current situation of internationalization, Stockton
incorporate them into various curricular, co- has identified Visibility as its Control Parameter
curricular, and extracurricular activities (Dewey of internationalization. The value of Visibility of
& Duff 2009; Schuerholz-Lehr et al. 2007). internationalization of Stockton University can
Through this approach, internationalization of be measured in three parts – What activities of
Stockton University becomes a dynamic process internationalization are available at Stockton?
focusing on creating a community of global How many activities of internationalization are
learning, in which faculty and staff members are available at Stockton? and How are these
deeply engaged. Related Projects include summer activities of internationalization available at
faculty workshop, brown bag talks at the Institute Stockton? The answers to these three questions
for Faculty Development, Globalization reflect the collective development of
Teaching Circle, and so on. internationalization of Stockton University.
The third approach is encouraging educators Being the Control Parameter of
in various disciplines and from various internationalization of Stockton University,
institutions to work together to bring a renewed Visibility is critical to its Developmental Range
focus on global learning. Sights from different of internationalization since it measures
fields are converging to create a new science of internationalization of Stockton University as a
learning that may transform educational practices whole (Fischer & Bidell 2006; Thelen & Smith
(Meltzoff et al. 2009), thus collaborations across 2006). Currently, Stockton has a low value of
academic and geographical areas has become one Visibility of internationalization (Spitzer & Zhou
of the most important skills to succeed in current 2014; Stockton ACE Review 2010). Therefore,
globalized world. Stockton has initiated and Stockton should focus on increasing the value of
developed several Projects of sharing faculty and Visibility in the three parts, for example,
staff members' teaching, research, and service recruiting more international students,
interests to facilitate potential collaborations, encouraging more education abroad projects,
including a survey of internationalization proposing more and diverse courses and activities
activities, a campus-wide get-together meeting of internationalization, creating more buy-ins
and an e-directory of internationalization from students, faculty, staff, and administrators,
shareholders, interdisciplinary presentation providing multiple accesses to all the activities,
panels, and dialogs with overseas institutions, and promoting talks and collaborations between
so on. educators, and collecting and demonstrating
The fourth approach is using technology to outcomes and evidence of various projects of
strengthen Stockton’s capacity to foster global internationalization, and so on. By doing so,
learning, participation, and collaborations. Stockton University will get more energy to
Technology plays a key role in strengthen and develop relationships between the
internationalization (Blue Ribbon Panel on components, expand its internationalization to the
Global Engagement 2011; Leask 2014; Roberts Developmental Range, and eventually be able to
& Monroe-Baillargeon 2012). It expands move forward to the next Attractor State
communications at local, national, and effectively and efficiently.
international levels, and it can, and should, be
used extensively in Stockton’s The Wheel of Internationalization of Stockton
internationalization. Video clips, websites, apps, University
webinars, social media, and digital tools are
designed and implemented in various Projects, The dynamic nature of internationalization of
such as collaborative online international Stockton University shows that all Approaches
learning, online communications with overseas are intertwined, that is, they support and
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influence each other; moreover, each Approach Shimmi 2015; Zha 2003). Therefore, there is a
works for one or more Programs, which makes need for a reappraisal of the nature and
those five Programs interconnected as well; development of internationalization of higher
furthermore, each Program contributes to the education from a dynamic systems perspective.
overarching Purposes and Outcomes of More research on applying a dynamic systems
Internationalization of Stockton. All these approach to internationalization would be of great
interconnected relationships enhance the significance to higher education, including
sustainability of internationalization of Stockton examining different levels of internationalization
University. of higher education or comparing
The attractions between these Programs, internationalization at the same level but in
Approaches, and Projects are dynamic – they are different contexts, such as nations, institutions,
non-fixed, flexible, and changeable. The programs, or individuals. Identifying more
relationships are constructed individually Control Parameters would also be beneficial in
depending on where a person situates understanding and developing
himself/herself in the whole process/picture of internationalization. Is Visibility applicable to all
internationalization of Stockton and how he/she contexts and levels of internationalization, which
draws connections among these components. makes it a universal Control Parameter? Are
Therefore, in practice, all these components of there any other Control Parameters? And how to
internationalization can also be viewed as four measure the values of these Control Parameters?
concentric circles, with Global Perspective and The Developmental Range of internationalization
Global Awareness ELO as the central circle, five of higher education is another topic needs further
Programs as the second circle, four Approaches examination.
as the third circle, and various Projects as the With more understanding of the dynamic
fourth circle (see Figure 3). Everyone on campus nature of internationalization of higher education,
can locate himself/herself in this picture, and then researchers and practitioners can define, develop,
spin these four circles and make his/her unique and coalesce internationalization effectively and
combinations of Programs, Approaches, and efficiently.
Projects; thus he/she can develop a holistic as
well as individual perspective towards Author’s Bio:
internationalization of Stockton, which is critical
to conceptualizing and promoting Dr. JIANGYUAN ZHOU is the
internationalization of Stockton University. Internationalization Specialist in Stockton
Overall, internationalization of Stockton University, Galloway, NJ 08205, USA.
University is a dynamic system of embedding Email: [email protected]. Her work focuses
global perspective into all students’ academic on internationalization of higher education,
experience. Based on the history and current internationalizing the curriculum, and global
situation of internationalization, Stockton is able learning. She has several publications and
to define, develop, and coalesce its conference presentations in this field.
internationalization by continually interacting
with various components and ecological factors,
reorganizing itself internally, increasing the
Visibility of internationalization, and developing
holistic and individual perspectives of
internationalization.

Conclusion

Internationalization has become a
fundamental mechanism of higher education
(Altbach et al. 2009; Knight 2004; de Wit &
Hunter 2014; Olson et al. 2006; Yonezawa &
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