| Co-Chairs: | Jane Knight
Bonnie Patterson |
| Members: | Ingrid Bryan
Carla Cassidy Richard Malinsky Terry O'Connor |
|
G. | Internationalization Survey |
An internal discussion paper dated November 1, 1993 entitled "Internationalization Issues at Ryerson", prepared by Jane Knight for the Vice President, Academic, and APG, set the stage for the discussion and formation of this ad hoc committee.
The International Working Committee (IWC) was established in the late Fall of 1993 by the Vice President, Academic, with the endorsement of APG "to develop an internationalization strategy for Ryerson Polytechnic University that would recommend specific actions and priorities, which would contribute to an increased appreciation and understanding by our students, staff, and faculty of international issues, different cultures, and interdependence among nations."
It was the intent of the committee to work through a process that would identify and address key questions, increase awareness and knowledge, and create a catalytic group within the Ryerson community committed to internationalization.
The objectives of the committee were to:
1.3 Committee Structure and Membership
Co-chaired by Jane Knight, Associate Director of RI and Bonnie Patterson, Dean of Business, a core group of volunteers was assembled that included Marilyn Booth, Ingrid Bryan, Carla Cassidy, Richard Malinski and Terry O'Connor. A series of meetings began January 12, 1994, and went through to the end of June 1994. From August through October a final draft was prepared for APG discussion on October 11, 1994. The hope is that the Internationalization Strategy Report, once presented to APG and the Vice President, Academic, will be the basis for discussion at an extended APG meeting in late October.
Five task groups were organized, with each group focusing on one of the areas identified above. Four of the five groups pursued discussions that produced reports and recommendations attached for reference as Appendices A through D. The Task Group reports provided very useful information and input to the discussions and deliberations of the committee. It was both interesting and encouraging to see the number of similar issues which were raised in all reports. This report has benefited and been enriched by these Task Group reports.
Chairs and co-chairs for each of the groups were:
Curriculum Innovation - Mitchell Kosny, Mike Manjuris, Co-chairs
SRC Linkages - Steven Liss, Chair
Faculty and Staff Involvement - Larissa Allen, Don McKay, Co-chairs
Integration of International Students - Keith Alnwick, Margaret Phillips, Co-chairs
Chairs/Co-chairs were invited to bring together a group of their choice to work with them on a set of questions intended to stimulate identification of key issues, policy requirements, and so forth (See Appendix E). Bibliographies of key readings in each area were also shared with groups as background to their discussions. Copies of two internationalization strategies developed at sister universities were also shared as resource material.
2.0 Activities of the Committee
During this period of time, the President was working through a process with the community to develop Ryerson's new mission statement. The group focused some effort in February on a submission to him offering some suggestions as to why and how consideration could be given to the inclusion of an international dimension into the new mission statement for Ryerson. A copy of the memorandum sent is attached as Appendix F. The new Ryerson mission statement adopted by the Board of Governors and Academic Council now makes reference to the international perspective within a section on the Aims of the University.
It became apparent during group discussions that an attempt to reach out to other interested members of the community was desired. This effort to be inclusive was designed to provide the opportunity for a group of 35 - 40 people from across campus to become more knowledgeable about, and contribute to, the development of an internationalization strategy for Ryerson. The result was a round table discussion on April 20 in the ILLC to which some 30 people responded through participation.
Discussion at the round table was stimulating and, indeed, exciting. Clearly there were differing views presented and several questions were raised that were useful to the IWC. To capture but a few comments to reflect the tone, the following is shared:
In keeping with the committee's commitment to the process of consultation and building a critical mass of supporters in the Ryerson community, the IWC decided to conduct an informal survey. The purpose of the survey was to raise awareness and obtain feedback from faculty and staff members on some of the issues related to the internationalization of Ryerson.
Over 600 copies of the survey were distributed through the line structure and members of both the core group and task groups to faculty and staff at Ryerson. A copy is attached as Appendix G. There were 109 completed surveys returned and the results have been analyzed. The group of returned surveys have not been considered to constitute a representational sample of the Ryerson faculty and staff; instead the results have been used as yet another source of information and opinion and have been valuable in providing feedback and concrete suggestions for the development of the strategy.
Highlights of the Survey findings and information
Rationale
The two reasons identified as most important for internationalizing Ryerson were:
The ranking for each of the nine reasons is presented in Table 2 in Appendix H
Important internationalization activities
The five activities which were identified as most important for internationalizing the campus were:
The ranking for each of the eleven identified activities is presented in Table 3 in Appendix H.
Personal internationalization activities
An open ended question asked what activities individual faculty and staff members were planning for the next year. A very interesting array of initiatives were identified. Those activities that were mentioned most frequently are listed below.
Activities which help individuals or units to internationalize
The three activities which were identified as being the most helpful were:
It was interesting to note that information or workshops on approaches to internationalizing curriculum ranked as number 5. The ranking for all activities is presented in Table 4 in Appendix H.
Regions of interest
All major geographic regions of the world were mentioned but the most frequently mentioned countries or regions included: Europe, South East Asia, Latin America, China and Japan.
Support and incentives for Internationalization
The answers to the question " what kind of support, incentives or resources would assist you or your unit in trying to include internationalization initiatives and services in your annual planning and review process?" were varied and provided useful information. A selection of the comments follows:
A number of respondents identified obstacles which hinder internationalization. A selection of these comments follows:
Level of interest and commitment
Questions 7 and 8 asked faculty and staff to indicate what the current interest and commitment is and what it should be. The findings are presented in Tables 5 and 6 in Appendix H. The general sense of the results indicates that during the next three to five years there should be an increase from a low - medium level interest on the part of senior administration and the individual academic or administrative unit to a medium - high interest level.
The information obtained from the survey informed the discussions of the IWC and helped to shape some of the recommendations. It was clear that those who were interested in internationalization responded to the survey and therefore the results are not truly representational of the attitudes and opinions across campus. Even so, the ideas and concerns expressed have been a useful to the committee's deliberations.
3.0 Definition of Internationalization
Internationalization of a university can mean different things to different people. The growing interest and debate regarding internationalization during the past five years have introduced new insights and increased the number of terms being used in the discussion of the international issues of higher education. For the purpose of developing a strategy for the internationalization of Ryerson, the committee has chosen a definition which emphasizes the incorporation of an international dimension into the academic and organizational systems and structures of the university.
Internationalization is the process of integrating an international, intercultural, global outlook into the major functions of a university - teaching, SRC, and service functions.
4.0 Rationale for Internationalization
A 1993 survey showed that 72% of Canadian universities make reference to the international dimension in their mission statements. Furthermore, 59% of responding universities indicated that internationalization has resulted in, or encouraged, more interdisciplinary collaboration within their institutions, and 74% were taking steps to encourage the introduction of an international perspective into undergraduate curriculum.
The final report of the Commission of Inquiry on Canadian University Education (the Smith Report), published in 1991, emphasized the imperative of internationalizing higher education and recommended that "internationalization should form part of the mission statement of every university and should offer increasing opportunities of a year abroad and split programs, as well as educational exchanges".
The president of the Canadian Bureau of International Education had this to say, speaking to the Canadian Commission of Inquiry on Canadian University Education in 1990:
"... given the world's increasing multiparity and interdependence, internationalism is now key to any country's scientific, technological, and economic competitiveness. Canada's universities must become bastions of internationalism if Canada is to improve or even maintain its position in a variety of sectors through the s ... internationalization will be the measure of quality of universities in the s."
In 1992, the federal government's Prosperity Initiative recommended that universities increase their focus on international curricula, research, and scholarship; develop access to training in foreign languages and programs leading to internationally recognized credits or diplomas; and provide challenge credits for individuals who have acquired skills and knowledge outside Canada.
At Ryerson, a university offering "applied, professional education," internationalization helps students develop the knowledge, skills and capacity to work and live in an environment that is both local and global in nature.
Ryerson's mandate includes "the advancement of applied knowledge and research in response to existing and emerging societal needs." As globalization is one of the major processes affecting society at this time, it is appropriate for Ryerson to address the internationalization of our teaching, SRC, and service activities.
Ryerson's international activities date back at least to the 1960s but they have largely been developed independently, by various faculty members, schools, and departments or as part of the RIDC (now RI) mandate. There needs to be systematic documentation of these activities and further campus-wide discussion to develop a set of University objectives that would enable us to shape a coherent and rational approach to internationalization, which would in turn help to identify and support appropriate partners and local initiatives.
4.3 The Rationale Beyond Our Borders
The world's major problems--the deterioration of the global environment, nuclear proliferation, the increased incidence of ethnic wars and genocide, the denial of basic human rights, and the continued income disparities between rich and poor nations--must be addressed internationally. Global citizenship requires a reasonable understanding of the interconnectedness of the human race, in political, social, economic, cultural, and ecological terms.
Ryerson may have more in common with polytechnic universities in other countries than with Canada's few other more narrowly focused polytechnics. For this reason, international contact with other polytechnics around the world, as well as other comprehensive universities, could be richly rewarding for faculty exchanges, joint or collaborative SRC, and student exchanges, and for addressing common problems, sharing strategies and advancing global understanding of the importance of applied and professional education.
In taking a global perespective on the internationalization of higher education institutions, there are three key reasons which seem to emerge:
Internationalization of education will benefit our students by better preparing them to function in a world dominated by transnational corporations, some of which are bigger than most nation-states; by computerization and changes in communications technology that have radically increased the speed of communications; and by massive cross-border movements of people and capital. Internationalized education will help to:
Even Canadians who never leave Canada are affected by international capital markets and nearly one in three Canadian workers depends on a pay cheque derived from an export or import trade activity. Foreign language competency, skill in relating to other cultures, and knowledge of foreign markets are becoming essential, especially for today's graduates.
All of these benefits are particularly germane for a university offering applied and professional education, whose core is relevant to the real world; and an institution whose full-time student body is nearly one-third visible minorities born outside Canada.
The challenge is to develop inclusive curricula that acknowledge and draw on diverse cultural, historical, economic, and political traditions, at least in part by drawing on the experience, contacts, and language capabilities of our own diverse population and of the various cultural groups in the City of Toronto.
Internationalization is inevitable. The advancement of knowledge and understanding is a global enterprise that has no borders. In addition, research is now a part of Ryerson's mandate and many contemporary issues that might be the focus of research activity are international and interdisciplinary in scope.
Fundamentally, it is the group's perspective that, flowing from Ryerson's vision for the future and from its mission, the University should set for itself the goal to internationalize the curriculum and educational experience of its students such that a Ryerson graduate is one able to operate internationally with a sensitivity for, and compatibility with, other cultures and values.
The next step in the process that has articulated Ryerson's mission and aims is to develop objectives for the university. The IWC encourages the adoption of the vision for internationalization that follows and the subsequent inclusion of it in the formal statement of objectives currently being prepared.
An international, comparative, and intercultural dimension will be integrated into the teaching/learning, SRC and service activities of Ryerson.By the year 2000, the students, graduates, staff, and faculty of Ryerson will have increased knowledge and skills to live and work in an increasingly international and intercultural world, and be able to critically assess the importance and impact of globalization at the local, national and international levels.
6.0 Development of a Strategy and Priorities
To achieve the goal of an internationalized institution it is necessary to translate the vision into a set of priorities and practical, achievable steps. This has lead to the development of a strategy.
The proposed strategy for Ryerson within this report is based on three important set of factors and priorities:
The first part of the strategy lists a set of principles which guide the process and create a culture which values and supports the benefits of internationalization. The second part includes the academic activities and initiatives which have been identified as priority areas of action in order to internationalize teaching, SRC and service functions of the university. They represent both short and long-term actions. The third part identifies the organizational factors which are important to ensure that internationalization is sustained and integrated into the institution's policies, systems and structures.
The challenge for Ryerson is to strike a balance between a University-wide strategy to serve our broader goals and one that encourages and respects the independence and initiative of individual faculty members and their schools and departments.
From activities and discussions within the core working group and from task group discussions, round table dialogue, and the survey findings, the following key principles emerged and have guided the development of the strategy:
8.0 Academic Activities and Initiatives
The proposed strategy includes nine areas of academic activities and initiatives which are important for the immediate and long-term plan to integrate an international dimension into the teaching/learning, SRC and service functions of the university.
In support of implementing recommendations for internationalization as soon as possible where it makes most sense to the Ryerson community, each actionable recommendation that the committee felt could begin in the 1994/95 academic year has been identified with an asterisk (*) following the numbered recommendation.
A discussion of the importance of the activity or initiative, the related issues and challenges facing Ryerson and a set of proposed actions or recommendation is presented for each of the nine identified academic priorities.
The Task Group on Curriculum Innovation stated as its primary principle that curriculum innovation should be `student based'.
"All of our efforts should focus on students as the starting point and what they can have at the end of their Ryerson experience to make them more understanding of an increasingly global, international world."
The increasingly dominant and pervasive effects of globalization in the lives and careers of our graduates must be reflected in the curriculum if our programs are to remain relevant and responsive to the needs of our students. This is a reality that cannot be ignored.
At Ryerson some courses already focus on international themes, particularly in the humanities, social sciences, and business, but the extent of this content remains to be analyzed. The degree of international content often depends on the interest and commitment of individual faculty members. In order for internationalization to be more deliberately and broadly integrated into the curriculum, efforts must be made to develop an interdisciplinary, intercultural, and international dynamic within the academic planning process at Ryerson.
The ethnic diversity found in a typical Ryerson classroom could provide excellent simulation opportunities for international and intercultural discussions. Student assignments should encourage students to draw on experiences and understandings based on their own ethnic backgrounds. Both pedagogy and curriculum should reflect a commitment to intercultural sensitivity.
Challenges and Issues
It is important that actions taken achieve a balance between a University-wide strategy to serve our broader goals and one that encourages and respects the independence of individual faculty members and their schools and departments.
So too one must recognize and acknowledge that we are building on existing internationalization aspects of the curriculum. This is not all new to Ryerson and its faculty.
It will be a strength to build an interdisciplinary, intercultural, and international dynamic based on Ryerson's unique attributes: the interdisciplinary opportunities offered through our tripartite curricular structure, the multicultural makeup of our student population located within the most ethnically diverse city in the world, and our mandate to provide relevant applied education.
Given the significance and increasing impact of globalization on our students, it would be incumbent on all programs to be cognizant of the implications of globalization and to regularly review their curriculum to ensure that it remains relevant and responsive to the changing global society in which graduates will live and work.
So too, it will be important to strike a balance between providing students with a local/Canadian perspective and an international view, including the connection between the local, the national, and the global.
Actions and Recommendations
8.1.1* That in the current academic planning process where curriculum will be reviewed by necessity, an assessment be taken to determine to what extent international, intercultural, and comparative perspectives are currently incorporated.
This could be done via the calendar; however, it would be more useful to request all programs and departments to provide their assessment of courses and projects relevant to internationalization, as well as an analysis of the challenges and opportunities for internationalization and globalization within that department or program's curriculum. This would provide a cross-university perspective on the current status of internationalized curriculum at Ryerson.
8.1.2 A resource inventory of faculty, staff and students be compiled to assist faculty who want to incorporate an international, or comparative perspective into a course. The expertise or experiences of these resource people could be used for input, guest lectures, contacts, translation, resource material, etc.
8.1.3 That information sessions and workshops be developed for faculty to help develop an intercultural dynamic within the classroom and provide background to different models and approaches to internationalizing curriculum.
8.1.4* That one of the criteria for selecting new faculty could be commitment to and accomplishments in international issues.
8.1.5* That faculty exchanges be used to help Ryerson faculty develop international, comparative areas of expertise. In addition, visiting exchange faculty could be used to provide expertise in curricular development and innovation. In addition, visiting faculty could be introduced to the Ryerson community through an announcement in Forum and other newsletters on campus emanating from the local level.
8.1.6* That the Vice President, Faculty and Staff Affairs, develop a policy and mechanism to accommodate "visiting professors" to Ryerson in order to facilitate international dialogue amongst colleagues, help develop research contacts and inter-university SRC programs, and support sharing differences in both teaching and learning activities.
8.2 International Academic Agreements
Formal agreements between Ryerson and foreign higher education institutions or research centres for purposes of mutually beneficial academic endeavour are important tools for internationalization.
At Ryerson there are more than 15 international academic agreements operational. They provide opportunities for students and faculty exchanges, joint SRC initiatives, overseas delivery courses, training for foreign nationals at Ryerson, and supervision of post-degree students from other countries. Academic units have signed agreements with overseas partner institutions. A manual to assist with the preparation and approval process has been developed and the International Institutional Academic Agreements (IIAA) Committee and policy are in place. The responses from the 1994 Internationalization Survey at Ryerson indicate that faculty members are interested and active in the development of new agreements.
Challenges and Issues
With the recent rise in the number and interest in international academic agreements, issues of quality, focus, sustainability, funding, and reciprocity need to be considered. Geographic or discipline priorities, impact or link with curriculum, SRC activities, and international initiatives are other points that may need to be addressed as the number of agreements increases and more experience is gained.
Finally, there is a need for a more systematic way to record and communicate which agreements have been approved and are operational, as well as which agreements are being developed. There have been instances where two academic units at Ryerson have been developing agreements with the same foreign university and have not been aware of the duplication effort.
Actions and Recommendations
8.2.1* That academic units consider the pros/cons of developing partnerships with foreign institutions and how such agreements could fit into their academic planning process and priorities.
8.2.2* That the data bank of international institutional academic agreements being developed by RI in cooperation with departments and schools be made available to the Ryerson community.
8.2.3* That the IIAA Committee ensure that emerging issues related to the increased interest and number of international agreements are addressed either by the committee itself or another designated group.
8.2.4* That academic units consider how international institutional agreements and internationally based units are linked to other internationalization initiatives and opportunities in their unit or elsewhere in the university.
Work/study abroad is an important aspect of internationalization that includes internships, study tours, field work and research placements, coursework, student exchanges, and study tours. Polytechnic education lends itself well to this type of international experience because of its applied nature. As many as 68 percent of Canadian universities offer students work terms or a year of study abroad.
Challenges and Issues
At Ryerson, about 10 departments/schools/centres provide opportunities for some kind of experience abroad but these are mainly through individual faculty contacts or the Work/Study Abroad Centre within the Student Services Department. The School of Business Management has established a network of 12 partners in the European Union and will expand further into a North/South set of partnerships.
The challenge for Ryerson is to provide more opportunities on a systematic and sustainable basis and to create a strong link between these activities and curriculum development. While work/study abroad is consistent with polytechnic education, it can also create difficulties because of our structured curriculum and the challenges in finding suitable placements or courses abroad. Expansion of these opportunities will not only require flexibility among program and service departments but also a strong commitment to maintain academic standards. There also has to be some assurance that these types of opportunities are open to all students, not just to those who have the financial means to travel. The students returning from work/study abroad should also be encouraged to share their experiences with other students inside our outside their own programs.
Actions and Recommendations
8.3.1 That an exchange program committee be established reporting to the Vice President, Academic, to discuss experiences to date, identify helpful policy guidelines governing work/study abroad programs that would facilitate the administration of programs and ensure acceptable standards for the consideration by Academic Council.
In the longer term, there is a need to foster communication and co-ordination across all work/study abroad programs, including reviewing both the positive and negative operational management features.
8.3.2* That departing students be provided a briefing on living and studying in a different culture.
8.3.3* That travel scholarships be considered in the review of new monies under Tracks 2 and 3 in the Academic Planning Process to assist students particularly where financial means could preclude participation.
8.3.4* That students who spend a term or year abroad be encouraged to share their experiences with other students through mechanisms deemed appropriate by the participating school/department, e.g. a seminar presentation to other students and to faculty.
8.4 Faculty/Staff Exchanges or Mobility Programs
Faculty and staff are the catalysts for internationalization. When faculty and staff have had an opportunity to be directly involved in international and intercultural work there is more of a likelihood that they will want to introduce international perspectives into the curriculum and into their SRC activities.
Similarly, faculty exchanges can bring foreign scholars into the Ryerson community. Although such exchanges provide challenges and adjustments for individual departments and schools, the benefit to the university in its efforts to internationalize are invaluable, if visiting scholars and Ryerson faculty returning from an exchange are given opportunity to share their experiences and expertise with the wider community.
Currently, the faculty assessment system (hiring, promotion, tenure) at Ryerson does not recognize the importance of participation in international and intercultural activities. Faculty and staff participation in exchange or mobility activities or programs has been based on individual initiatives.
Challenges and Issues
One of the issues facing individual academic units is the need to balance the benefits of increased faculty and staff mobility and participation in international activities with the ongoing financial and staffing difficulties encountered at the departmental or school level as a result of ongoing cutbacks.
International exchanges have cost (travel, orientation, living expenses), language, and safety implications that need to be addressed.
The role of Ryerson International in this area needs to be examined more fully and their role and responsibilities clarified.
Actions and Recommendations
8.4.1* That the Vice President, Faculty and Staff Affairs, compile an inventory of recent and current faculty and staff exchanges that can eventually form part of a resource inventory of faculty, staff, and students who can share information, expertise, and experiences with those interested in also participating in an exchange or incorporating an international perspective into the curriculum.
8.4.2* That the Vice President, Faculty and Staff Affairs, undertake necessary action to allow international activities to be recognized in hiring, performance and promotion criteria, and within sabbatical proposals.
8.4.3* That a university support service be established to assess the cost/benefits/feasibility of the following: faculty and staff exchanges as part of institutional agreements; and increased participation in international development projects, consulting and joint-venture contracts, and collaborative research. This should be given consideration in the review of RI's mandate recommended elsewhere in the report.
8.4.4 That schools, departments and Faculties be encouraged to consider hosting conferences or seminars with an international focus or international participation.`
8.5 SRC Activities and Internationalization
The SRC Task Group suggests that internationalization and SRC activities are related in two different ways: the first being that international issues and themes are a SRC focus, e.g. Trade Policies and Cultural Domination - Canada and China and the second being that internationalization is a consequence of SRC activity, e.g. publication in an international journal or collaborative research projects between a Ryerson faculty member and a overseas colleague. The report states that internationalization as a result of SRC activities is more important and relevant to Ryerson and that it develops from having a vibrant and active faculty.
The important link between international students, internationalization and SRC activities needs to be acknowledged. More emphasis is needed to attract international students (and ensure their return) as they bring their culture, ideas and experiences which can shape and contribute to SRC activities and international relationships.
More and more Ryerson faculty are becoming connected to international research networks through Internet and other sources. It would seem an ideal time for departments to do this as they review curriculum in the context of tracks 1 and 3 planning. In addition, joint research agreements have been concluded with several UK polytechnics to facilitate graduate-level research in engineering and applied science at Ryerson. Other research has developed through Ryerson International, CATE, the Centre for the Studies of Commercial Activities, and the Centre for Tourism Studies.
Challenges and Issues
The SRC report cites the absence of a system to evaluate past and existing international activities as a key issue particularly with respect to the link between Ryerson International, SRC activities and curriculum in our academic programs. A uniform evaluation of international efforts and their effect in enhancing SRC activities (and other Ryerson activities) will help to ensure that investments in internationalization activities are adding value to other initiatives.
While the benefits of internationalization to Ryerson are clear, these benefits need to be weighed with the costs associated with SRC activities and further development of both undergraduate and graduate curriculum. The potential pressures on both human and financial resources should be reviewed as new activities are planned.
A continuing challenge facing Ryerson is ensuring that SRC activities are linked to other areas of internationalization, such as curriculum, language study, student exchanges and others.
Actions and Recommendations
8.5.1* That ORS and RI pay particular attention to identifying sources of support for international joint SRC activities originating from local units and faculty members.
8.5.2* That the roles of local units, Faculties, theme centres, ORS, RI, the library in the development of international SRC activities need to be examined and clarified.
8.5.3 That local academic units, RI and ORS explore ways to increase linkages between SRC activities and international students, visiting scholars, international development assistance activities, and exchange agreements.
8.5.4* That ORS publish and disseminate the results of international collaborations in SRC.
8.5.5* That ORS explore opportunities to offer workshops for faculty, staff and students on how to use the Internet for SRC activities that have an international component or for collaboration on a research project with an international partner.
8.5.6* That within the Academic Planning Process, local units consider the impact on human and financial resources of integrating the international dimension in SRC activities.
International students are an important resource for internationalization. The Task Group report suggests that international students include exchange students who may be at Ryerson for one or two terms; full time visa students from other countries; scholars or researchers working on collaborative SRC initiatives; contract education students and trainees in customized training programs and fellows/scholars who are at Ryerson through RI or individual school projects. For the past several years, international students have represented approximately 5% of Ryerson's student population and come from over 65 countries.
International students can benefit Ryerson in a number of ways. Their presence and participation in curricular, extra-curricular, and SRC activities can encourage an awareness of cultural differences, challenge stereotypes and enhance student, staff, and faculty understanding of global political, social, cultural and economic issues. The Ryerson community has the opportunity to broaden the basis of academic knowledge interchange and research, develop business, technical, and academic partnerships, and other international contacts. International students can enhance Ryerson's reputation internationally and are potential ambassadors for Canada and Ryerson in their own countries.
Challenges and Issues
A differential fee continues to present a major challenge for attracting visa students to any university in Ontario. This is a policy issue that Ryerson alone cannot change. Exchange students, contract education participants, SRC collaborators, and visiting scholars are not necessarily subject to this policy.
International students often face many challenges related to studying and living in a foreign country. Issues which can affect their academic success, their integration into the Ryerson community, and their role in the internationalization process include: cultural dislocation, English proficiency, understanding of Canadian teaching methods, racism and prejudice, financial security and others.
There are other issues that relate to Ryerson's current ability to provide the appropriate level of support to help international students with their academic success and their potential role as key players in the internationalization of Ryerson. These issues include: cross-cultural training for faculty and staff to help sensitize them to the needs and resources of international students; a peer support program; enhanced pre-arrival information as well as orientation programs on arrival; a curriculum that includes international, intercultural and comparative perspectives; language exchange programs; support for an international lounge or meeting place; academic advising and support services.
Further, if a decision was made to increase numbers of international students on campus, there are implications that would compound the current situation, for example, orientation and briefing services, academic and non-academic counselling, peer support programs and other supportive initiatives would need to be enhanced and more widely available.
The advent of graduate programs and an increased emphasis on SRC activities can potentially mean additional opportunities for international students and scholars on campus. Careful consideration needs to be given to the challenges and opportunities inherent in attracting additional international students for these programs.
Actions and Recommendations
8.6.1 That individual academic units review the current role international students have in their school and assess what new opportunities may be possible with the advent of graduate programs and SRC activities.
8.6.2* That individual academic units identify concrete ways to support international students and involve them in the internationalization process.
8.6.3* That academic units already experienced in hosting exchange students or other types of international students, work with Student Services and Ryerson International to prepare information materials for campus-wide use to avoid duplication and fragmentation of efforts in this area.
8.6.4* That Student Services and the International Living/ Learning Centre explore ways in which an informal meeting place or lounge can be made available for international students, and Canadian students to gather.
8.6.5 That further consideration be given to the optimal enrolment patterns for international students at Ryerson and the advisability of a marketing plan.
The learning of another language provides functional skills and deepens cultural awareness. Some would argue that it is impossible to understand and function in another culture without basic competency in the language used. Many students at Ryerson avail themselves of the opportunity to study French as part of their liberal studies requirement. Only one program department (School of Journalism) has a language requirement (French) in its undergraduate degree program. Students who wish to study languages other than French have been able to do so at other universities through letters of permission issued by the Dean of Arts. Few students are aware of this opportunity, and it may not be a realistic option.
According to an AUCC survey of Canadian Universities, 35% of respondents require knowledge of a second language for a first undergraduate degree. There is no second language requirement at Ryerson and language offerings for full-time students are mainly limited to French. Some additional language courses are available through CE, in the evenings. At Ryerson, 28% of students have a language other than English as a mother tongue.
There is a need for foreign language preparation for students and faculty going on international placements.
Challenges and Issue
It is important that Ryerson students are able to acquire more language skills while they are at university. It is obviously impossible in the current fiscal situation to establish a Department of Spanish, a Department of Japanese or a Department of Chinese, to name a few. However, there may be more cost-effective ways of increasing the options available to the students.
One possibility would be to establish a Department of Languages, which would house French and ESL, and which could develop a flexible approach to offering other languages. For example, students interested in taking Spanish could indicate their interest to the Language Department, which, on the basis of student demand, could mount a course in introductory Spanish. Another year introductory Japanese could be offered. These courses could be taught by part-time instructors on short-term contracts.
It would be more difficult and costly to develop upper-level language courses, other than French, and students interested in those would have to take them at other universities. However, it may be possible to assist students who are only interested in maintaining or enhancing their conversational skills by taking advantage of the language skills of our international students. A language department could facilitate the formation of small conversational tutorial groups, headed by students who would be paid on an hourly basis. Such a scheme would also assist our international students and integrate them into the Ryerson community.
Given current financial conditions, any dramatic expansions of Ryerson's language courses cannot be expected in the near future, but some innovative efforts are being made to strengthen language training:
Actions and Recommendations
8.7.1* That program departments give consideration in their curriculum discussions to the need for their students to acquire language skills.
8.7.2* That the Dean of Arts continue to lead an effort to identify avenues for Ryerson students to acquire languages other than French and the possibility of establishing a Language Acquisition Centre and/or educational partnerships with other Universities and Colleges that have established language departments, as a means of better serving the language needs of the internal community.
8.7.3 That priorities for language study be examined in terms of curricular issues, expertise and capacity on campus, existing international activities, and strategic considerations in preparing graduates for the global economy. Ideally, language instruction should focus not just on grammar and syntax but on related cultural dimensions.
8.7.4* That the library augment the University's language capacity by acquiring resources such as technology based language training programs and CD-Rom to support independent language study, pre-departure preparation for exchange students, and so on.
8.7.5 That ways be found to involve Ryerson students who have a mother tongue other than English since this capacity might prove to be a relatively inexpensive alternative approach to extended language services on campus as well as through visiting international students in a peer-based language service.
8.8 Development Assistance Activities
International development activities can serve as an important vehicle for internationalization when they are linked to other academic activities, such as curriculum innovations, SRC initiatives, cross-cultural training, area studies, etc. Conversely, the expertise and experience of Ryerson students, faculty, and staff can make significant contributions to development and social transformation processes in areas of need around the world.
Participating in international development activities can offer faculty, staff and students the opportunity to experience different perspectives, political systems and economic and cultural realities first hand. This, in turn, can feed into teaching, learning, research, and community service. Increased links to the private sector and NGO community in international development work can also lead to other opportunities, such as student placements, and joint research ventures.
Challenges and Issues
Given Ryerson International's strong record in international development activities during the past twelve years, it is important to assess how it can relate to and contribute to the internationalization of the Ryerson community. Opportunities to integrate and build on these activities for the benefit of the whole university, whether it be for curriculum innovation, student's work/study abroad experiences, applied research projects, or faculty development, need to be identified.
Other issues related to policy questions concerning priority areas for international development activities - geographic, sectoral or by discipline - also need to be addressed. Funding becomes an increasingly important issue as university access to development funds decreases. Another significant challenge relates to the role of Ryerson International vis-a-vis the international development work that individual academic units are interested in pursuing.
Actions and Recommendations
8.8.1* That RI in consultation with the Ryerson community ensure that all development assistance opportunities be assessed, not only for their benefit and potential contribution to the developing world but also to Ryerson students, staff and faculty.
8.8.2* That, as the role of RI in the internationalization of Ryerson is assessed, the potential tension between the cost of providing development assistance, and provision of advisory and support services, be examined in light of the requirement that Centres contribute to the Financial Management Plan.
8.8.3 That, as government funding for internationalization activities shrinks potential links with the private sector and NGO's on international development projects be explored.
8.8.4* That academic units consider the priority and feasibility of participating in development assistance activities and determine the ways to undertake desired initiatives collaboratively with RI and other units on campus.
Cross cultural training is a key factor in developing an environment which promotes and supports the internationalization of a campus. Training for students, staff and faculty enhances their awareness, understanding and competencies of living, studying and working with individuals from other cultures. In short it helps to prepare students to be internationally knowledgeable.
There are many components of cross-cultural training. Anti-racism is certainly a focal point, but other topics include language training, studies of culture as well as history, politics, and economics. A more focused type of cross-cultural training is especially useful for students and faculty going on international exchanges, field trips or assignments.
Challenges and Issues
The Ryerson student population is one of the most diverse of any Canadian university. More attention needs to be given to the strong links between the cultural diversity and resources, both on campus and within Toronto, and integration of a cross-cultural perspective into curricular and extra-curricular activities.
There are a number of innovative efforts to promote cross-cultural awareness on campus, and provide training, but these efforts are often sporadic and isolated. There is a need for more information-sharing to allow for greater collaboration in order to provide for more of these events on a sustained basis and to ensure greater impact for the investment made.
Actions and Recommendations
8.9.1 That the full implications of the relationships between the cultural diversity of Ryerson and the need for and process of cross-cultural training be more fully examined in the context of the internationalization of Ryerson.
8.9.2 That efforts be made to review the activities of other universities, such as the David Lam Centre at Simon Fraser University, that are addressing this issue and providing innovative programs in this area.
To guide the development of the strategy and the process of building a supportive culture for internationalization, the Working Committee recommends the following framework:
Collaboration: working jointly with others for mutual benefit (both internal and external), reinforces and enhances the outcomes of internationalization.
Customization: the individual resources, needs and goals of Ryerson require a customized strategy. Within Ryerson an overall plan and purpose need to be developed for implementation, based on the specific objectives and capacities of the local academic units or centres.
Coordination: a centralized support system for planning, policy, and information-sharing increases the effectiveness of the individual units implementing internationalization activities.
Innovation: given the nature of international work, entrepreneurial and creative approaches strengthen the internationalization process.
9.1 Policy Development and Leadership Commitment
Internationalization requires the expressed support and ongoing involvement of the senior administration and in particular the Vice President, Academic. The incorporation of the international perspective into the Aims of the University and its mission acknowledges and legitimizes the internationalization process.
Challenges and Issues
The challenge is to develop university-wide policies and to define processes that provide an ongoing integrative experience for Canadian and international students, support individual initiatives in this regard, and prevent isolation and fragmentation.
Actions and Recommendations
9.1.1* That deans identify opportunities to acknowledge international experience and activities within Faculty Promotion Criteria to be established with Faculty Promotion Committee's during the Fall of 1994.
9.1.2* That the Vice President, Faculty and Staff Affairs, in concert with deans, adopt a hiring policy that includes criteria which address international participation and experience.
9.1.3* That policy be established to govern international contract educational programs developed by academic units, Continuing Education, ILLC and its Summer and Management Institutes, RI, and other centres on campus.
It is important that a supportive culture and ethos evolve at Ryerson if, in the long term, internationalization is to become a reality. The importance of integrating approaches and results into ongoing operating plans of Schools and Faculties cannot be stressed enough.
Annually, the Vice President, Academic, prepares a formal "Planning and Priorities" document that is shared with the community through the formal governance structure of Academic Council and its appropriate subcommittees. This document not only focuses discussion throughout the year, reflecting on the goals and aspirations of academic units, but also establishes institutional priorities as agreed to by senior academic leaders, clarifies university direction, and shapes the framework for expenditures for new ventures that are both short-term and long-term.
The University has embarked upon a major planning initiative covering 1994/95 to 1998/99, that will establish formal plans to facilitate the development of Ryerson's distinctive university mission. Within the Academic Planning Process document, there are opportunities for new investment in initiatives considered priorities (1) at the Faculty level, (2) competitively supported by the Office of the Vice President, Academic, and (3) as University-wide infrastructure support needs. The allocation of funds has begun in the 1994/95 academic year.
While administrative units that support the academic enterprise, such as the Student Services Department or the Financial Awards Office, do not report through the academic line structure, clearly, priorities set and decisions made around program direction have the potential to support academic departments with the internationalization process. The methods used to integrate their planning with the directions of schools and departments are not clear. If decisions were made by academic units that identified internationalization activities and strategies as priorities, some system would need to be put in place to connect the evolution of support systems in a compatible and integrated way.
Challenges and Issues
Given that a key finding of this report is that developments will best evolve from the local level, building an understanding of internationalization issues, strategies, and short- and long-term actions is key. Internationalization initiatives tend to grow and expand over time and an understanding of the "best practices" for each area will necessarily take time. There is a fear that opportunities will be lost because of the short time frame academic units have to develop submissions for their departments, schools and Faculties. Leadership will be key.
Actions and Recommendation
9.2.1* That the Vice President, Academic, incorporate a statement of support for the internationalization of Ryerson in his 1995/96 Academic Planning and Priorities Document which is submitted to PPAC, that reflects the vision presented in this report and discussions that subsequently take place at APG.
9.2.2* That deans be encouraged to incorporate a section on internationalization, relevant to their Faculties in the planning documents submitted to the Vice President, Academic, requesting the investment of new funds related to Tracks 2 and 3 (SRC/Grad Studies and Undergraduate Innovation/Renewal).
9.2.3* That deans lead a discussion as early as possible this Fall with academic directors/chairs, around the actions and recommendations contained within this report, prior to the development of Academic Plan submissions for 1994/95 to 1998/99.
9.2.4* That the committee currently reviewing the specific activities and evolution of the Student Services Department consider planning strategies that would link changes and priorities related to internationalization put forward by academic units to the evolution of Student Services within Ryerson.
9.3 Faculty/Staff Involvement and Development
The process of internationalization of Ryerson is a process that must be founded on the passions of staff and faculty for changing the focus of Ryerson. Students must be included in the workings of any internationalization initiative, but it is staff and faculty who will generate the necessary energy to start and carry through the process of change.
Challenges and Issues
There is a powerful perception that there are many barriers to involvement in international activities. Involvements in most international activities (both on and off campus) have usually resulted from personal contacts rather than organized interests. This is an issue for staff and faculty, but it is more of an issue for staff.
Lack of information about internationalization and internationally focused activities is a major block to successful internationalization of the university. Staff and faculty have no obvious route for gaining information about international activities unless they assertively see out opportunities themselves.
Ryerson International's mandate and purpose appear not to be understood or well publicised. Some staff and faculty have suggested that RI should be an international service to the campus parallel to ORS, providing information, access to resources, and stimulation for internationalization of the university. RI's projects are perceived as large and somewhat marginal in relation to the rest of Ryerson's activities. International activities are often seen as "exotic, exclusive, and external" whereas they should be seen as "inclusive, innovative, and international". International activities across campus are not well coordinated. As a result staff and faculty often find themselves "re-inventing the wheel", when they initiate new programs.
Actions and Recommendations
9.3.1* That the role of RI be reviewed and consideration be given to having RI assume a service function, status, and role in internationalization "parallel to ORS for research" as a service provider to the academic community "providing information, access to resources, and stimulation for internationalization of the university."
9.3.2 That a handbook on internationalization be developed to support faculty and staff involvement.
9.3.3* That opportunities for participation in international activities for staff and faculty be supported and facilitated. Collective bargaining processes should include discussion on developing mechanisms that will expedite these ventures within the bounds of their contracts.
9.3.4* That an ongoing working group of staff and faculty (with open membership) be established to stimulate the involvement of staff and faculty in the internationalization of the University.
9.3.5 That a regular series of international fora and seminars should be run to encourage awareness of issues of internationalization and to encourage activities that will internationalize the Ryerson community.
9.4.6* That International Development Week provides opportunities for faculty and staff involvement, it should be given some modest financial and considerable moral support.
9.4 Balance Between Central and Unit Level Support
Effective management of internationalization requires a balance between centralized policy, planning and information sharing, and decentralized programming and implementation. The former ensures that activities will not be fragmented while the latter involves the largest number of people and builds energy, commitment and creativity. A cross-University network of faculty groups and relevant administrative units would be useful for information-sharing to ensure that internationalization initiatives are well-communicated regardless of whether they are driven by local units or by central services or approaches.
Challenges and Issues
RIDC was a significant catalyst for institutional change in favour of internationalization. Recently a proposal from RIDC to change it's name to Ryerson International (RI) was accepted in order to better reflect both it's evolution and Ryerson's to full university status. Feedback suggests that there is less clarity in the community around their mission and objectives vis-a-vis the evolution of academic programs and development in schools and departments. It could play an effective part in facilitating information sharing but its role needs to be clarified in the context of decreasing opportunities for external funding of projects by government agents, and our expanded university mandate.
So too, most of the centres that have formed on campus (for example, CATE, Centre for Tourism Studies, Centre for the Study of Commercial Activity) and indeed Continuing Education, have international activity taking place within them that creates opportunities for faculty, staff and students to strengthen their understanding and gain experience of an international nature. As well, international students and scholars have been involved in these Centres.
While the intent of this report was to include a task group in the area of "External- Linkages" to look at some of the emerging issues, it was not possible to get the group up and running in a timely manner.
Actions and Recommendations
9.4.1* That responsibility for implementation of the internationalization strategy be assumed by the Office of the Vice President, Academic.
9.4.2* That external linkages and partnerships, the role of Centres in the internationalization of Ryerson, and the mandate and purpose of RI be examined.
9.4.3 That academic and administrative units consider concrete ways to participate in a university-wide information and communication network established to ensure that information on internationalization initiatives and resources are easily accessible.
9.4.4 That the implementation of the internationalization strategy be based on a judicious balance of local level responsibility for programming and implementation of activities and central support for planning, policy development, and information sharing.
9.4.5* That academic units be encouraged to consider the opportunities for internationalization as they prepare their priorities and plans for Tracks 1 through 3 in the current academic planning process and subsequent annual planning exercises.
9.5 Availability and Access to Resources
A critical issue in many of the actions and recommendations put forward in this report is the availability of resources. In fact, most task group reports referenced the need to look at what could be made available in support of various initiatives and needs.
This report has tried to identify actions that require little or no additional resources as well. Most importantly, the tie to the regular academic planning cycle is recognized as the cornerstone to successful implementation.
At the same time, it is recognized that the issue of whether resources get reallocated is a question of staging and evolution. There will be trade-offs that need to be made, but it is our belief that these can be done in the context of academic planning and prioritizing.
If the recommendations made earlier to incorporate internationalization in the formal Academic Planning Process of the University are accepted, where there are strategies clearly identified for implementation by schools and departments, they would compete with other priorities fairly. In other words, in support of a principle put forward by the IWC, steps towards internationalization would be locally driven with decisions made about support and resource allocation at the Faculty level, in addition to decisions made at the Vice Presidential level, and institutional level respectively, through the Planning Process.
Challenges and Issues
In task group reports, the creation of a pool of seed money to support travel, international agreement development and exchange support has been identified as desirable. These are highly specific "calls for action" from task groups that were looking at a very specific area relevant to internationalization. The IWC determined that the specifics are best left to the planning process itself and as a result, while these suggestions are considered valid, have not been included in the overall actions and recommendations below. Deans and the Vice President, Academic, are reminded that these have come forward from the broader community.
The IWC has concluded that unless internationalization is on the agenda of academic leadership, there would appear little hope for increased support for an increased focus on internationalization in the current financial climate of the university and the university system.
Actions and Recommendations
9.5.1* That recommendations included in the Academic Planning Process section of this report be adopted as a method of addressing resource allocation needs.
9.5.2* That the Vice President, Academic, consider new initiatives towards internationalization as a high priority when allocating centrally controlled funds from new monies associated with Tracks 2 and 3 in the Academic Planning Process for 1994/95 to 1998/99.
The IWC has proposed a vision for an internationalized Ryerson and a strategy to achieve that vision. The strategy identifies key guiding principles and a set of priorities for academic activities and initiatives and organizational factors. A number of actions and recommendations have been suggested for each identified priority. The committee is also proposing a series of next steps in order to continue the process of consultation that has characterized the work of the Committee and to move the proposed strategy to the next stage of implementation. The following steps regarding the review of this draft report and the publication and discussion of the final version are suggested:
After APG had the opportunity to review, discuss and amend the report it is suggested that an extended APG Forum be held. The theme of the forum could focus on "Why and how does internationalization fit into the Mission of Ryerson and the Academic Planning Process." Members of the core committee and the task groups look forward to the opportunity to discuss and obtain feedback on the contents and recommendations of the report. As well, to provide an opportunity for further input from the community at this stage, participants from the Round Table could be invited to attend. It is also very timely opportunity to introduce internationalization into the current academic planning process.
10.2 Abridged Version of the Report
In order to make the findings and proposals of the IWC widely available to the Ryerson Community it is suggested that an abridged version be prepared and distributed to all academic and administrative units. The format for such a report is a single sheet of newsprint printed on both sides. The purpose of an abridged version is to report back to the community on the work of the committee and the results of the survey, to increase awareness of the importance and opportunities for internationalization and to stimulate discussion and participation which has been an important part of the consultative approach the committee has adopted.
It is suggested that an executive summary of the report be developed and made available so that Forum and various groups and departments on campus can include it more easily as background to discussions and in publications (i.e. Forum) or reports. Consideration could also be given to including it on the Ryerson Gopher system under committee minutes and reports.
10.4 Internationalization Round Table #2
The Internationalization Round Table, which was organized by the committee and open to the Ryerson community, stimulated a great deal of lively discussion and was an important source of information for the committee's work. Due to the benefits gained from the first Round Table both in consulting with and being informed by the community, it is suggested that a second Internationalization Round Table be held with the express purpose of discussing the report as well as reviewing the mandate of the proposed Internationalization Working Committee- Implementation Two.
10.5 Internationalization Working Committee- Implementation Phase
The Vice President, Academic, should consider the need for an IWC- Phase 2, that would review the recommendations not actionable immediately with special attention directed to resource implications and the role of local units and university wide units in the implementation phase.
The IWC believes it has met its objectives in that it has defined a vision for the internationalization of Ryerson Polytechnic University, some process considerations important to the ongoing development of the community in this regard, and the elements of a strategy for moving us forward.
An obvious gap in how the IWC went about its mandate was in the specific inclusion of students in its deliberations. That said, all is not lost! In fact, the outcomes suggested are primarily linked to the benefits that can be derived from the internationalization process for students. In continuing to examine the mid- and long-term actions and recommendations, one would want to identify mechanisms for more student involvement in deliberations.
An important element in how the IWC defined its approach was to intentionally engage in a "process" that would increase awareness and knowledge within Ryerson and create a catalytic group from the broader community committed to internationalization. Our experience to date has suggested that this was not only desirable but should continue as part of any next steps undertaken.
| Yes | No | |
| Internationalization is an issue important and relevant to Ryerson's mandate | 104 | 3 |
| What are the three most important reasons for internationalizing Ryerson? | Rank | |
| Prepare graduates who are internationally knowledgeable and interculturally sensitive | 76 | 1 |
| Address through teaching, research and service the increasingly interdependent nature of the world (environmentally, culturally, economically, socially) | 66 | 2 |
| Help to maintain the economic competitiveness of Ontario and Canada | 33 | 3 |
| Acknowledge and reflect the increasing ethnic and cultural diversity of Canada's population | 29 | 4 |
| Help to maintain Ontario's and Canada's scientific and technological competitiveness | 24 | 5 |
| Develop an awareness and critical perspective of the differential advantages and disadvantages of globalization | 23 | 6 |
| Ensure that research and scholarship address local, national and international issues | 21 | 7 |
| Contribute to social transformation processes in Canada and around the world | 16 | 8 |
| Contribute to national security and peaceful relations among nations | 13 | 9 |
| Other | 3 |
| Which of the following activity areas are important for internationalizing the campus and which should be considered as the top five priorities? | Frequency | Rank |
| Joint research projects with international partners | 64 | 1 |
| Work/study abroad for Ryerson students | 62 | 2 |
| Institutional cooperation agreements | 54 | 3 |
| Internationalization of the curriculum | 53 | 4 |
| Ryerson faculty/staff exchange or mobility programs | 51 | 5 |
| International students and scholars | 38 | 6 |
| International development assistance activities | 26 | 7 |
| Cross-cultural training and awareness programs | 24 | 8 |
| Foreign language study | 24 | 8 |
| Internationalizing extracurricular activities and institutional services | 14 | 9 |
| Theme Research Centres | 10 | 10 |
| Area Studies | 5 | 11 |
| Which of the following activities would be of greatest help or interest to you and your unit? | Frequency | Rank |
| Information on international opportunities for research, teaching, sabbatical work abroad, administrative assignment | 67 | 1 |
| Opportunities to participate in international projects | 64 | 2 |
| Information or assistance on how to develop linkages with other institutions for student exchanges, field trips, research projects | 54 | 3 |
| Information on using electronic communication systems to link with international partners for information exchange and possible joint initiatives | 49 | 4 |
| Information or workshop on different models or approaches to internationalizing curriculum | 36 | 5 |
| Workshops on teaching and working in cross-cultural situations whether in Canada or abroad | 34 | 6 |
| Acknowledgement and reward for teaching, SRC or service activities that have an international or intercultural dimension | 33 | 7 |
| Opportunities to be involved in mentoring /teaching /supporting international students and scholars on campus | 33 | 7 |
| Opportunities for language instruction and briefing on political and cultural issues to facilitate work with foreign partners | 30 | 8 |
| In your opinion what is the current level of interest and commitment to internationalization of Ryerson. | ||||
| no interest | low interest | medium interest | high interest | |
| your personal interest | 0 | 19 | 36 | 46 |
| your academic or administrative unit | 13 | 26 | 46 | 21 |
| senior administration | 4 | 23 | 46 | 25 |
| In your opinion what is the appropriate level of interest and commitment for internationalization in the next three to five years. | ||||
| no interest | low interest | medium interest | high interest | |
| your personal interest | 0 | 11 | 44 | 46 |
| your academic or administrative unit | 5 | 13 | 38 | 50 |
| senior administration | 1 | 6 | 44 | 47 |