The Impact of Globalization on the Practice of Student Affairs in the United States

• In Event: Roundtable Session (Wednesday III)
  In Refereed Round-Table Session: Higher education SIG roundtable 5

Proposal

The challenges produced by trends toward globalization and internationalization are forcing higher education institutions worldwide to look for ways to respond (Agnew, 2010; Matta, 2010; Parsons & Fidler, 2005; Schoorman, 2000; Yao, 2009). In the United States, this includes the practice of student affairs.

This study accordingly examined the potential impact of globalization on the practice of student affairs in the United States. For the sake of the study, globalization was defined as, “the rapid integration of the world through economic, technological, educational, and cultural developments.” In addition, internationalization was defined as, “institutional responses--both planned and unplanned--to the phenomenon of globalization.”



The study used the conceptual framework of Porras and Robertson’s model of organizational change to guide the research questions, methodology, and analysis of the findings (Porras and Robertson, 1992). Porras and Robertson argue that organizational change is both planned and unplanned, and reflective of both first-order change and second-order change. Whereas planned changed is intentional and conscious, unplanned change is unanticipated and often reactive. This fourfold matrix provided the lenses through which the study was conducted and analyzed.

The study utilized an intrinsic case study design and employed criterion sampling to select and interview 11 participants; only individuals with critical knowledge related to both student affairs (as practiced in the United States) and globalization were selected (Patton, 1990). Interviewees included senior student affairs administrators from three higher education institutions (with strong international enrollments) located in the Midwest region of the United States. The institutions included a research university, a community college located in a major metropolitan area, and a community college located in a small city. Interviews lasted approximately one hour each, and were conducted using a semi-structured protocol. They were recorded and then transcribed. The transcripts were coded by both the researchers using open and axial coding.

The research question that guided this study was, “How do student affairs administrators at Midwestern U.S. higher education institutions perceive that globalization is impacting, if at all, the practice of student affairs?

The findings revealed twelve areas of impact, including: (1) admissions, (2) teaching and learning, (3) curricula, (4) student life, (5) student support services, (6) mental health, (7) cultural diversity, (8) study abroad, (9) employability, (10) staff mobility, (11) mission/vision statements, and (12) research.

The findings demonstrated that although matriculating students (especially graduate students) are entering higher education institutions more globally aware, and employers increasingly desire globally aware employees, there remains a significant need to better prepare students to navigate international cultures and global issues. This need highlights heightened responsibilities, opportunities, and challenges for all university personnel, including student affairs professionals, faculty, administrators, and staff. Our full paper more fully discusses the implications. The findings thus demonstrated impact on individuals and higher education institutions and systems. Per Porras & Robertson, they also indicated that change was both planned and unplanned, and that the unplanned change was associated with enhanced responsibilities, opportunities, and challenges for individuals and institutions.

Authors

• Stephen P. Wanger, Oklahoma State University

• Janelle Hanson, Oklahoma State University

• Cassidy Ladd, Oklahoma State University