ITF - UTSA Provost Home - The University of Texas at San Antonio

ITF Evaluation Study, 2010 40"Despite living and working in an international community, US university students'knowledge and understanding of other people and their cultures is minimal. Paige andWilliams determine whether seniors in family and consumer sciences perceive thatinternational concerns and experiences are represented in the curricula and whether theybelieve they are being adequately prepared for participating in the international arena.‖6. Pappe, D.S. (2008). Strategic Perspectives on Internationalizing a University. ThePresidency 11(3), 22.The university has hired a director of cabinet strategic projects and established aGlobal Learning Coordination Council to help integrate the disparate parts of the QEP and toensure progress.7. Ghebreyesus, G. S. (2004). Internationalizing business education and participation inexchange programs: A survey of student opinion. Allied Academies InternationalConference. Academy of Educational Leadership. Proceedings, 9(1), 123-128."This study is based on students' knowledge of international business educationprograms. It examines their opinion about the beneficial effects of international business andexchange programs and how well they will prepare them to exercise their citizenship, notonly in a national setting, but simultaneously in a global realm of opportunities andchallenges. International business education and exchange programs will broaden thestudents knowledge of global markets. Business schools need to incorporate internationalbusiness into the core curriculum."8. Elahee, M.N. (2007). A pioneering international business scholar. European BusinessReview, 19(2), 142-159.The purpose of this article is to present a biographical sketch of Lee C. Nehrt, who, in1962, became the first person to obtain a PhD in International Business and his role ininternationalizing business curricula in the US and popularizing America as a model forbusiness education in the world.9. Schuerholz-Lehr, S., et. al., (2007). Internationalizing the Higher EducationCurriculum: An Emerging Model for Transforming Faculty Perspectives. CanadianJournal of Higher Education, 37(1), 67-94.This article reports the findings of a university's pilot project documenting theimpact of an intervention entitled Course (Re)design for Internationalization Workshop(CRIW) on faculty perspectives and their subsequent willingness to engage ininternationalization of the curriculum. Two main theories, transformative learning (Mezirow,1991) and faculty development (Ramsden, 2003) in the approach adopted for the CRIW(Saroyan & Amundsen, 2004) informed this study and its procedures. This theoreticalframework is congruent with Bennett's (1993) developmental model of interculturalsensitivity. Data collection for this study consisted of pre- and post-CRIW questionnaires,