While overseas partnerships are often seen as a facet of the internationalization process, an examination of the literature indicates that partnerships with the goal of the internationalization of campus curricula are much less common between domestic institutions. In 2012, a large research institution, Indiana University (IU), and Indiana’s community college system (Ivy Tech), comprising of 30 campuses in 14 regions, entered into a unique partnership aimed at campus internationalization. The three-year initiative, Global Learning Across Indiana (GLAI), is funded by the US Department of Education’s Undergraduate International Studies and Foreign Language (UISFL) grant. The core aims of this collaborative initiative are to develop a Global Learning Certificate (GLC), to offer Arabic language classes, and to internationalize the curriculum statewide throughout the Ivy Tech campuses. By examining the initial outcomes of this partnership, this study contributes to the conversation on the process of internationalization in higher education and in particular the benefits of collaboration between domestic institutions. Specifically, this study investigates two key questions: To what extent has the initiative served to internationalize curricula on Ivy Tech campuses? Is this a replicable and recommended model for institutions seeking to form partnerships to internationalize? Through attaining the perspectives of faculty associated with the collaborative initiative via survey data and reviewing relevant documents, this study offers insight into collaborations between domestic institutions and the experiences of key stakeholders in their efforts to internationalize the curriculum of their institutions.
Cierniak, K., & Ruddy, A. M. (2016). Partnering for new possibilities: The development of a global learning certificate. In International Education at Community Colleges: Themes, Practices, and Case Studies (pp. 247–262). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53336-4_18