Internationalisation and the role for student affairs professionals: Lessons learnt from the International Student Engagement Meeting Initiative

Abstract

Internationalisation in higher education is not new; as past studies indicate, it dates back to the beginning of formal higher education (Bhandari & Blumenthal, 2013, Guruz, 2011). What is new is that it has intensified and, as a result, a growing number of universities and colleges in countries around the world are developing plans to increase international student enrolment. Universities around the globe are thinking strategically about how best to attract and graduate international students, as reported in University World News and the Chronicle of Higher Education. In fact, at the African Higher Education Summit, Claudia Costin of the World Bank said that, 'higher education is growing globally and they are highest in Africa.' Professional associations such as the NAFSA: Association of International Student Educators have long provided a forum for professional engagement and best practice with still more new emerging organisations that include the International Association of Student Affairs and Services (IASAS). In the US, according to the Institute of International Education (2014) Open Doors report, almost 900 000 international students enrolled at colleges and universities. This number represents an 8% increase from 2012. This reflection piece presents some of the lessons learned from an initiative at New York University (NYU) that could be used by other student affairs professionals in other parts of the world, including Africa. The vision and motivation to embark on such a path have been inspired, in part, by three major developments in higher education. The first and most recent has been the growth of the university by expanding its reach outside its own confines, extending its borders, and reaching across boundaries, as we have done at New York University with the establishment of two branch campuses in Shanghai, China, and in Abu Dhabi, United Arab Emirates. The concept, albeit not new, has been elevated with the creation of stand-alone facilities, a defined school identity, and common-ground government partnerships. This is not common among universities in Africa, even though the University of South Africa has always operated beyond its country's borders owing to the nature of its 84 Journal of Student Affairs in Africa | Volume 3(1) 2015, 83–91 | 2307-6267 | DOI: 10.14426/jsaa.v3i1.94 programme offerings, and there is potential for other institutions to do the same, even if it is within the African continent. The second major development is the push for international student enrolment at home institutions, and this is encouraged among African universities through numerous agreements such as the establishment of the Pan African University as well as the Southern African Development Community (SADC) Protocol on Education and Training. Universities' desire to create and implement proactive plans to increase international student enrolment in an effort to build a global community of learners and global citizens has taken on a sense of urgency. And, finally, it is no surprise that international student enrolment is indeed a source of revenue that remains hotly debated as a rationale for recruitment. The results of increasing revenue by way of an enrolment strategy devoid of strategic and shared outcomes for student affairs, campus stakeholders and, ultimately, the international student would be an opportunity lost by the institution. The tragedy would have a multitude of consequences, for example, it would be a failing in what we know and continue to discover with respect to the deliberate and determined mindset of international students studying in countries other than their own. New York University has committed to an increase in international student enrolment. In 2014, about 18% of our incoming undergraduate student body of 5 000 students is international. Students come to our campus from more than 100 countries. The rise in enrolment at the NYU campus presents challenges and opportunities. As caretakers of students' educational experience, institutions must address and embrace a greater level of expectation and engagement in order to positively affect student satisfaction. The options to engage in activities that affirm aspects of their cultural identity, introduce and broaden intercultural experiences, and provide resources to meet student needs will be a feature and responsibility of student affairs and services. When considering what is at stake in how we engage and support our international students, I am reminded of Gordon Brown, former prime minister of the United Kingdom, speaking at NYU in his new role as Distinguished Global Leader in Residence in 2013. Brown said that governments must think more about instituting or cultivating a 'global dimension'. Brown was questioning the motivation and the outcome of governments in their commitment and level of engagement to solve the world's problems. He believes institutions of higher learning can and will play a huge role in how we help prepare our students to lead in a world that is fraught with challenges and unrealised potential that cross all of our borders (Brown, 2013). Where institutions enrol international students, inevitably such students will encounter student affairs programming, personnel and policies, and unbeknownst to the student, student affairs is charged with ensuring that the out-of-classroom experience, a student's development, campus life and related activities complement the rigor and expectations of the classroom, the parish, county, province, village, town or city, and nation where the school resides. In preparation for an influx of international students at NYU New York 1 , including serving as a study-away site for enrolled NYU Shanghai and NYU Abu Dhabi branch campus students, the university knew that being proactive in steps to position itself to discover the goals, motivation and challenges of new first-year students and transfer