Administrators and faculty members at community colleges increasingly recognize that globalization affects their missions and their students, and colleges respond through internationalization efforts (Raby and Valeau 2007). Local businesses and policymakers influence community colleges with certain expectations including, “meeting the challenges of a growing but diverse student population, serving as the training ground to respond to increasing industrial globalization, and meeting the immediate training or retraining needs of the local economy” (Walters and McKay 2005, p. 55). A key aspect of globalization is focused on helping student transformation into productive citizenship. Mellow and Heelan (2008) state that if “graduates of community colleges are not aware of global issues, and if we cannot help them to become the citizens and entrepreneurs who understand the intended and unintended consequence of out-sourcing and off-shoring, no college education will suffice” (p. 161). US workers face increasing competition for their jobs from workers all over the world, and higher education institutions must promote global skills (Milliron 2007). Dellow (2007) added, “community colleges must internationalize their occupational and technical programs because globalization is changing local communities and job prospects for students” (p. 44). Preparing small business owners to operate in a global marketplace is another responsibility of community colleges (Mellow and Heelan 2008). Institutional efforts to spur awareness of others’ cultures, respect for differences, and develop appreciation of our own unique culture rises to overlap with preparation for technical workplace competitiveness.
Woodin, S. (2016). Calls for accountability: Measuring internationalization at community colleges. In International Education at Community Colleges: Themes, Practices, and Case Studies (pp. 143–162). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53336-4_10