A Preliminary Study of Policy Statements and Practices in Areas of Global Education

Studies point to the fact that universities throughout the world need to graduate students with global business competence. Higher education must prepare its students to deal effectively in the world of mar- ketplace by empowering its youth to become not just national, but global citizens who are able to com- municate cross-nationally. This pilot study provides information necessary to strengthen institutional commitment to global education through policy formulation and implementation. The study compares policy statements and practices in four areas of global education: (1) Organizational Structure, (2) Curriculum, (3) Educational Exchanges, and (4) University and Community/Private Sector Awareness. A stratified random sample of 25 institutions were surveyed. The questions that guided the study include the following areas of concern: the need for formal policies; the relationship of size of enrollment and levels of participation in any aspect of international programs and the need for policy, the organizational responsibility for international programs; facilitating factors and barriers to policy implementation; roles of major actors in policy development and implementation; and attitudes of cam- pus and external members toward international components. Data produced were analyzed comparati- vely to highlight differences or commonalities between the two variable domains: policy statements and practices among universities. Based on the findings, included among the recommendations are: (1) The organizational structure (and the corollaries of adequate funding and resources) must be actualized along with policy – preferably writ- ten – to integrate the international dimension into the mission and life of the institution. (2) The method recommended to approach the commitment to global business education is through the establishment of a university-wide committee appointed by the president. This body would prepare a mission statement and recommend the structure for implementation based on an analysis of several factors including the status of the institution’s international resources. (3) The organizational structuring, policy formulation and implementation should be undertaken following a strategic model of management. (4) A central, top- level international educator/executive officer must be appointed to coordinate the international role of the institution. (5) Major national educational organizations should appoint a task committee to syste- matically review the international role of higher education. This study offers clarification and guidance to administrators, faculty, and students regarding policy sta- tements and practices of global business education recognizing this concern as an important segment of the general quality of higher education.