Andrew Hibel, HigherEdJobs: Ms. McQuaid, please explain your role as the associate vice president and dean for international programs at the University of Minnesota.
Meredith McQuaid, University of Minnesota: My role as the AVP and dean for international programs is to promote the global dimensions of teaching, research, and engagement across all colleges and all five campuses of the University. I work with the president, vice presidents, chancellors, deans, faculty, and staff to create global opportunities; expand international and interdisciplinary components of teaching, research, and public engagement activities; recruit and support international students, faculty, and staff; and facilitate development of critical interdisciplinary and international partnerships important to the University’s strategic plan. I have administrative oversight for the Global Programs and Strategy Alliance, which includes International Student and Scholar Services, the Learning Abroad Center, the Center for Advanced Research on Language Acquisition, the Confucius Institute, the China Center, and the Interdisciplinary Center for the Study of Global Change.
Hibel: In addition to your work at the University of Minnesota, you are also the president and chair of NAFSA: Association of International Educators. 1 Would you explain the mission of NAFSA and the reason you accepted this leadership position?
McQuaid: NAFSA is an association of individuals worldwide advancing international education and exchange and global workforce development. NAFSA serves international educators and their institutions and organizations by establishing principles of good practice, providing training and professional development opportunities, providing networking opportunities, and advocating for international education. It is the leading association in the field of international education and exchange. The reason I accepted the position as president and chair of the Board of Directors of NAFSA is because of the tremendous products and services NAFSA has produced for decades, and on which I have relied and benefitted from as an international educator. NAFSA connects people from across higher education, and around the world, in meaningful, productive ways. I was honored to be asked to serve in this position, and to have been elected. The past two years have been extremely rewarding ones.
Hibel: According to a recent article, the number of U.S. students earning college credits abroad has increased nearly 4 percent last year and has increased by 32 percent over the past decade. 2 What are your thoughts on why these numbers have been increasing as well as their significance?
McQuaid: The numbers have been increasing because young people today appreciate the importance of understanding other cultures. As the United States becomes more multicultural and diverse, as technology allows us to be connected and learn more about people and challenges and opportunities around the world, young people want to experience the differences, and the similarities, first-hand. The significance of the situation is that the future leaders in business, politics, art and culture, will have had experience understanding others who think and believe in different ways; they will have had opportunities to understand what it means to be the “outsider,” and how to communicate effectively across barriers of all kinds. That can only help make the world a better place to live.
Hibel: International education not only encompasses domestic students studying in foreign countries but also includes international students studying at U.S. colleges and universities, with enrollment numbers for this population also rising (up 4.7 percent in 2010-11.) Why are these statistics significant to the U.S. as well as to the international students studying in the U.S.?
McQuaid: International students bring the world to us. As you have noted, the numbers of U.S. students studying abroad is growing, but it is unrealistic to think that every single young person in the U.S. will have the chance to live, study, or work abroad. By creating meaningful opportunities through which international students in this country can interact with U.S. citizens – on and off college campuses – cross-cultural understanding and appreciation can be facilitated. U.S. institutions of higher education are increasingly challenged by the growth in the numbers of international students. We must get better at responding appropriately to the needs of international students, while also creating opportunities for meaningful engagement.
Hibel: From a white paper on public policy from the NAFSA website, it was expressed that the White House needed to “announce a major international education initiative designed explicitly to foster an America that knows, understands, and is able to communicate with the world, and to strengthen the relationships through which the American people and the world’s people can relate to, interact with, and understand each other.” 3 Do you think strides have been made towards achieving this goal?
McQuaid: Well, one could argue that the growth in student mobility – inbound and outbound – demonstrates we are making strides. Providing more diverse opportunities to students who experience other cultures, languages, religions and cultures is critical. And, providing these opportunities to students who have not traditionally been included is critical. Cross-cultural understanding is important not only to the middle class, but to all of us. And, “output” does not necessarily determine “outcome.” How well prepared are these students for their experiences? What are they doing with the information/knowledge/experiences they gain? How can we build from that experience and understanding once the student returns to his/her home country? These are the kinds of questions those of us who work in international education are considering. These are the kinds of issues that NAFSA and other international educational associations must continue to address.
Hibel: A recent article noted that 80 percent of undergraduates aspire to study abroad, but only 2 percent are actually fulfilling this goal. 4 The Paul Simon Study Abroad Act 5 acknowledges the importance of providing the means for study abroad opportunities. Could you talk more about this act and do you think this type of legislature will help us connect the large discrepancy in aspirations versus realizations?
McQuaid: Beginning with the second part of your question, I believe that if the U.S. and the leaders of U.S. institutions of higher education are serious about contributing to a more peaceful, productive world through the education of our young people, then it is precisely this type of legislation that is needed to connect the large discrepancy in aspirations versus realizations. And, the Simon Act alone will not accomplish all that we need to accomplish in order to build a more peaceful and productive world. But, it is a bold initiative that, with sufficient funding, could make a real difference.
The Senator Paul Simon Study Abroad Act is an initiative based on the belief that no education today is complete without a global experience. The concept of the legislation is based on the vision of the late Sen. Paul Simon and the recommendations put forth by the Commission on the Abraham Lincoln Study Abroad Fellowship Program.
The legislation establishes a program to significantly expand study abroad participation through a competitive grant model that encourages institutions to promote and sustain a culture across campus in which study abroad is considered an integral part of a college education. The program will require institutions to collaborate in ways that leverage both knowledge and resources to incentivize changes that increase access to study abroad for U.S. students. The specific goals of the program created by the Simon Act are to have 1 million U.S. students studying abroad each year within the next 10 years; encourage diversity in student participation in study abroad; diversify locations of study abroad, particularly in non-traditional countries, and; encourage a greater commitment by institutions of higher education to expand study abroad opportunities.
Hibel: What are the two or three most important long term beneficial outcomes for students who participate in an international education experience?
McQuaid: Based on my own experience in international education (and every trip I take, even now, is an international education experience), and my experience in working with young people from the U.S. and dozens of other countries every year, I would say the three most important long term beneficial outcomes are: genuine appreciation of difference – different weather, different geography, different food, different cultures; the recognition that one cannot be adequately judged on the basis of appearance alone – not the clothes, not the shoes, not the color of one’s skin, not the uniform; and that a determination of what constitutes a “happy” or “successful” life is a very, very personal one.
Hibel: For universities that host international students, what are some tips on how institutions can assist in uniting international and U.S. cultures on campus in order to have success for both the students and the institutions?
McQuaid: Great question. This is an important topic and one all institutions should be asking themselves. What we know is that meaningful interaction between students from different cultures and countries does not always happen naturally. Facilitation is important. And, it is not the sole responsibility of the international student office. Everyone on campus must understand the need and the importance of facilitating meaningful interaction early and often. Housing staff, administrative staff, collegiate staff, advisors and faculty all must be informed as to why the international students are here, why the numbers are increasing, what the advantage to having them in our communities and our classrooms is – or could be. International students who have meaningful interactions with U.S. citizens from all walks of life while they are here engage more deeply, and have a much better understanding of American culture and values than those that do not.
Hibel: For a U.S. university that is looking to either begin or enhance their study abroad programs, where would they start to bring an opportunity to their campus?
McQuaid: The best advice I can give is to look to successful programs, ask for advice on best practices, and don’t try to reinvent the wheel. There are excellent programs and providers out there for assistance. Safety, security, quality programming, experience are all critical to success.
Hibel: Thinking about the topic in terms of careers in higher education, what would you suggest to someone interested in starting a career working in international educational or study abroad programs?
McQuaid: This is a great field, and one that is growing. Just a few weeks ago, NAFSA held its 64th annual conference in Houston, Texas. There were almost 9,000 people registered, from more than 90 countries. The expo hall was filled with for-profit, non-profit, educational, governmental and institutional representatives. The energy was incredible! If you want to enter into this field, get some experience working with students overseas or with international students here. Learn another language, read the newspapers, and engage in informational interviews to learn about the many kinds of work there are. Volunteer to work with immigrant communities in your own region, learn what it means to reach across borders of all kinds.
Hibel: What are some of the biggest challenges you face in the area of international education and do you think there are ways to overcome these challenges?
McQuaid: In terms of international education at public universities like mine, resources will continue to be a challenge. We are all expected to do more with less, and so we need to be creative about working together to accomplish our many goals. For private schools, or organizations with more sustained funding, one of the greatest challenges is the need to effectively communicate about the importance of our work. Although most young people are already connected virtually to people and places around the world, through music or news or art, there are lots and lots of Americans who do not understand the need to engage meaningfully in the world. We must continue to talk about why this matters.
Hibel: What are some of the best parts of working in the area of international education?
McQuaid: The best reason to work in international education is because of the people you meet. I love my job. I feel so fortunate to do this kind of work every single day. There is not a single day in my work when I do not interact with someone who cares deeply about expanding our understanding of one another. How can you not love that?