Historically Black College/University Campus Internationalization and Brazilian Student Study Campus Case Study

• In Event: 53.069 - Shifting Socioeconomic and Educational International Challenges: Models to Foster Equity in Colleges and Universities

Abstract

An area that is terribly under-researched and under-investigated is African Diaspora students’ from other countries experiences studying at Historically Black College and Universities (HBCUs) in the USA. Short of the report in the Chronicle of Higher Education (2014 September 16) that discussed the challenges HBCUs face in internationalizing their campuses, there have been few studies, conducted, first, on HBCU campuses internalization efforts to increase their students studying abroad; and second, international students’ perceptions of their experiences while at HBCUs. Even less is known about African Diaspora students’ participation on these campuses. It is particularly important to better understand issues and lessons that can be shared across HBCUs to better enhance the outcomes and future of these institutions in their quest to attract and accommodate the growing number of foreign students studying in the USA. This research is grounded in Aguirre and Martinez’s (2002) framework (transitional and transformational frameworks) for examining the leadership practices to diversify higher education practices. In this research, I conducted a case study on an HBCU to assess its preparation to internationalize its campus and to assess international students’ from Brazil experiences. This campus was one of approximately 20 HBCU campuses to host Brazilian students in an exchange program as a part of the Affirmative Action Program to increase Brazilian students’ international experiences. Therefore, this was an ideal time for this study.
The Case for a Case Study
The qualitative case study, as defined by Baxter and Jack (2008, December) is “a form of qualitative research that facilitates exploration of a phenomenon within its context using a variety of data sources” (p. 544). According to them, then, case study as a method is not a simplistic, one-dimensional approach to research. This case study was conducted over a year at the height of the campus’ internationalization process. At the time, the campus was implementing its strategic plan, the campus admitted nine Brazilian students as part of Brazil’s partnership with HBCUs. In keeping with Baxter and Jack’s (2008) suggestion of using a variety of data sources, this case study used the following sources: campus current and historical data analysis (history of founding, strategic plans and campus documents); international student office data review and staff interviews: President and senior staff interviews; Faculty review and interviews; and select Brazilian students’ interviews.
Overview of Findings
There were several findings from this study. First, having an international plan that is intimately tied to the University overall strategic plan is crucial. Their plan began with leadership and input from the top, with the President setting the direction and the campus being very engaged--faculty, staff, and students. In keeping with Aguirre and Martinez’s (2002) work, these findings suggest that whole campus engagement, with concrete planning and implementation are key. Support from the entire campus is necessary to ensure admitted students are engaged globally as well as attracting, accommodating, and retaining international students. These are lessons for other HBCUs to remain competitive in globalizing their campuses, particularly attracting and retaining international students.

Author

• Kassie Freeman, African Diaspora Consortium