Internationalization of the Campus Criteria

NAFSA Criteria

The NAFSA criteria describe several key elements in campus internationalization that highlight the importance of scholarship without borders in a globally interconnected society. These elements emphasize the practices, structures, philosophies, and policies that create a campus culture of global inclusion. Internationalizing the campus was defined broadly by NAFSA to encompass the following: international linkages through connections with universities; study abroad by U.S. students; teaching and working abroad; study by international students and scholars in the United States; faculty exchanges; curricular initiatives; co-curricular activities; international visitors; foreign language training; corporate/university partnerships; campus/community interaction; and international development projects. While these criteria encompass many of the essential elements of a successful internationalization effort, they will understandably expand as innovation and creativity advance on U.S. campuses of higher education.

In addition to the above stated criteria, NAFSA also stresses the importance of internationalization in other areas of the campus. An institution's commitment to international education is often reflected in the mission or planning documents of the institution. An additional area targeted is whether an institution's leadership actively affirms and supports internationalization, and whether it provides meaningful financial support. Campus-wide, systemic inclusion of internationalization across schools, divisions, departments, and disciplines is also a focal point of the NAFSA framework. What evidence is there that campus internationalization is stable, permanent, and part of the institution's structure? The NAFSA criteria also consider the demonstrable results that campus-wide internationalization has had on both faculty and students. How broad is faculty “buy-in” to the importance of internationalization as reflected, for example, in meaningful changes in the curriculum or participation in education abroad? What evidence exists of increased global knowledge and understanding within the student body? These questions and statements encompass the values of the NAFSA criteria.

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American Council on Education (ACE) Criteria

The criteria that ACE uses in its 2003 publication Internationalizing the Campus: A User’s Guide outline eight areas for measuring successful internationalization efforts at institutions of higher education. The environment for internationalization is one key element for ACE, in particular the efforts being made at the local and state level for international education. The ACE User’s Guide also identifies strategy as well as structures, policies, and practices as important focal areas for international education. Are there policies and strategies in place that promote internationalization on campus? And if so, to what extent? The synergy and connections among discrete activities tie into policies and strategies as well. What communication channels exist among the international components on campus?

Curriculum and co-curriculum development are significant components of ACE’s 2003 criteria as well. Is there an international element integrated into both of these areas, and if so, what level of importance is placed on this element? Study and internships abroad are also one of the criteria measurements for ACE. What kind of opportunities existed for education abroad in the past, and what opportunities exist today? Similar to other frameworks, this one also examines an institution's engagement with institutions in other countries. These engagements include instruction, research, service learning, and development cooperation. The criterion questions how well these partnerships are functioning. These eight areas from the User’s Guide represent the ACE criteria for campus efforts in internationalization.

Since the publication of their User’s Guide, ACE has published a number of reports on the state of U.S. campus internationalization.

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Jane Knight & De Wit Strategy

Knight and de Wit have suggested strategies for internationalization of higher education institutions fall into two broad categories: program strategies and organizational strategies. Program strategies refer to those activities, academic or co-curricular, and services that are initiated in order to establish an international dimension at an institution. This category can be further broken down into programs to enhance student, staff, or faculty oriented academic programs, curriculum development, collaboration on research or scholarly projects, technical assistance, import or export of knowledge into the institution, and/or extracurricular activities.

Organizational strategies integrate international dimensions into the governance structure of the institution through support from top administrators, operations that ease implementation of international activities, human resources development through recruitment and ongoing professional development efforts, and support services in academic and student life areas.

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