International and Exchange Programs University of Hawaii at Manoa - PowerPoint PPT Presentation

Loading...

PPT – International and Exchange Programs University of Hawaii at Manoa PowerPoint presentation | free to view - id: a75dd-ZWU4Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

International and Exchange Programs University of Hawaii at Manoa

Description:

The pluricultural children of Hawai i are global citizens, a true pan-ethnic population. ... or engineering PhD's from American universities, the nation gains ... – PowerPoint PPT presentation

Number of Views:363
Avg rating:3.0/5.0
Slides: 73
Provided by: Viet6
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: International and Exchange Programs University of Hawaii at Manoa


1
(No Transcript)
2
International and Exchange ProgramsUniversity of
Hawaii at Manoa
3
International Education at UH Manoa
  • Mission
  • Administration
  • Value
  • Current Progress
  • Highlights
  • Challenges
  • Goals

4
Mission
5
Mission Strategic Plan
  • The University of Hawaii at Manoa is a
    globally-connected Hawaiian place of learning
    unlike any in the world. Ours is an academy of
    tremendous diversity, open to world cultures and
    scientific advancement. We occupy a prestigious
    place among the international community of
    research universities. Manoa is a place of
    inspiration, where artists, athletes, scientists
    and scholars gather and interact with intensity.
  • . Together, we will become a model of
    innovation for the world to emulate, and for the
    people of Hawaii to revere.

UH Manoa Strategic Plan, 2002-2010
6
  • The Strategic Plan charges us to vigorously
    recruit students from Asia and the Pacific and
    foster regional alumni relations, and to expand
    leadership in international affairs, emphasizing
    Hawaii, Asia, and the Pacific.

UH Manoa Strategic Plan, 2002-2010
7
Mission WASC Proposal
  • Nearly all of the units at Manoa have developed
    strengths in Hawaiian, Asian, and Pacific
    studies, which has created an international
    reputation for the university.

Strengths and Challenges WASC Institutional
Proposal, 2006
8
  • the realities of recent administrative
    reorganization, substantial enrollment growth,
    and simultaneous budget cuts have challenged the
    campus to maintain a focus on this Strategic
    plan. Indicators of where we stand includea
    continued lack of awareness among all campus
    stakeholders regarding Manoas local, national
    and international identity.

Theme 1 Building a Manoa Community in Support
of Student Success WASC Institutional Proposal,
2006
9
  • A focus on global awareness and local
    responsibility.
  • . The pluricultural children of Hawaii are
    global citizens, a true pan-ethnic population.
    Hence our pedagogical, social, and cultural
    environments should be infused with a global
    perspective, and with questions and issues of
    global significance. Moreover, engaging and
    acting upon local questions and issues during
    their educational experience at Manoa engenders
    in students a sense of responsibility toward
    future generations.

Values and Responsibilities WASC Institutional
Proposal, 2006
10
  • Essential to the undergraduate Manoa Experience
    is the acquisition of knowledge and ability. A
    Manoa undergraduate should, by the time of
    graduation, have acquired a set of overarching
    (or core) competencies.
  • Global and multicultural perspectives became
    the first hallmark of these competencies in the
    General Education Review by the Manoa faculty.

Competencies and Skills WASC Institutional
Proposal, 2006
11
Administration
12
Administration Organizational History
  • Support for international education at UHM had
    always been decentralized.
  • The Office of International Programs and Services
    (OIPS) was organized in the late 1980s and
    operated under the Dean of the School Hawaiian,
    Asian and Pacific Studies (SHAPS), advised by the
    Council for International Studies and Programs.
  • OIPS had no administrative links to the Office of
    International Student Services (ISS, formerly
    International Students Office, ISO) nor to the
    Study Abroad Center (SAC).
  • In 1994, OIPS was reconstituted as the
    System-wide Office of International Affairs (OIA)
    with responsibilities for student recruitment,
    exchange agreements, and visa support under the
    Sr. Vice President for International Affairs,
    advised by the Presidents Committee on
    International Programs.

UHM Report on Best Practices in International
Education, 2003
13
  • The System administrative re-organization of 2002
    made OIA the Office of International Education
    (OIE), under the Vice President for International
    Education. OIE was moved under the VP for
    Academic Planning and Policy after the Office of
    the VP for International Education was dissolved.
  • In 2003, a Liaison for International Affairs
    was appointed to be the Chancellors
    representative and advisor on the coordination of
    international education, programs, services and
    policies for the campus.
  • The Dean of SHAPS served in dual capacity as Dean
    and Liaison.

UHM Report on Best Practices in International
Education, 2003
14
  • The previously organized Manoa International
    Education Committee became a Chancellor advisory
    group that worked closely with the appointed
    Liaison on advancing international initiatives
    for the campus.
  • An International Exchange Coordinator was hired
    for UHM in fall 2004 in order to transfer all
    Manoa exchange agreements from the UH System OIE
    to Manoa control.
  • The BOR-approved Chancellors Office
    reorganization in 2005 formerly established
    Manoas own international office, the Office of
    International and Exchange Programs (OIEP),
    headed by an Assistant Vice Chancellor reporting
    to the Vice Chancellor for Academic Affairs.
  • OIEP brought together the Office of International
    Student Services (ISS), the Study Abroad Center
    (SAC), International Exchange, and National
    Student Exchange.

15
  • By summer 2005, all Manoa exchange agreements,
    formerly overseen by the UH System OIE Exchange
    Coordinator, were brought under the supervision
    of UHMs own Exchange Coordinator.
  • In February 2006, a 2-person consultant team was
    hired to review UHMs international programs and
    services.
  • By fall 2006, UHM officially appointed its
    Interim Assistant Vice Chancellor for
    International and Exchange Programs in place of
    the Liaison for International Affairs. It
    remained, however, the dual role of the Dean of
    SHAPS.
  • Faculty and Scholar Immigration Services, once
    housed at OIE, will become a part of Manoas
    OIEP, but still provide System-wide services,
    further expanding UHMs international office.

16
Office of International and Exchange
ProgramsUniversity of Hawaii at Manoa
Assistant Vice Chancellor
Hawaii
Study Abroad Center
International Student Services
Faculty and Scholar Immigration Services
International Exchange
National Student Exchange
17
Organization Chart
Chancellor
Office of the Vice Chancellor for Academic Affairs
Office of International and Exchange
Programs Assistant Vice Chancellor
Faculty and Scholar Immigration Services
Study Abroad Center
International Student Services
  • Exchanges
  • International
  • National

18
Assistant Vice Chancellor for International and
Exchange Programs
The Assistant Vice Chancellor is the university's
chief international education officer and the
principal advisor to the Chancellor and Vice
Chancellor on all matters pertaining to
international education as they relate to the
university. This office advocates, supports and
facilitates the functions of international
education, and promotes international
opportunities and activities both on campus and
overseas. In consultation with the Manoa
International Education Committee, administrators
and the campus community, this office provides
the international vision for the university,
guides relevant policies, and expands the
universitys international presence and
reputation by networking with communities at home
and around the world. Ned Shultz, Interim
Assistant Vice Chancellor
19
International Student Services
International Student Services (ISS) provides
assistance to approximately 1,800 international
students who come from more than 90 countries to
study at UH Manoa. The ISS advises students on
regulations affecting their non-immigrant visa
status in the U.S., provides opportunities to
help students adjust to the local and U.S.
cultures by working closely with the
International Student Association, and serves as
the office responsible for meeting international
student federal compliance mandates. Linda
Duckworth, Director
20
Faculty and Scholar Immigration Services
The Office of Faculty and Scholar Immigration
Services (FSIS) provides UH System-wide
immigration and support services for
international employees and administers the
Exchange Visitor Program for all J-1 categories,
except for UH Manoa students. FSIS serves as a
central resource for advising, assisting, and
disseminating immigration information to
international employees and scholars. It
maintains a central immigration database of
UH-sponsored international faculty, researchers,
professional/technical staff, and scholars, from
which it generates internal and external reports.
FSIS reviews and updates UH immigration policies
and procedures and serves as a liaison between UH
and federal agencies on immigration
matters. Linda Hamada, Coordinator
21
Study Abroad Center
The Study Abroad Center (SAC) collaborates with
various UH Manoa academic departments to provide
opportunities for students to study, and faculty
members to teach and conduct research, in another
country. SAC programs are offered for a summer
term, a semester, or an academic year. Students
earn UHM credits for course work completed
abroad, which may be used to fulfill certain
education requirements, and which will appear on
transcripts as UHM courses. Faculty members have
opportunities to develop courses and publications
based on their overseas experiences, and those
who lead study abroad programs have a wide range
of responsibilities in their capacity as
in-country resident directors. Sarita Rai,
Director
22
International Exchange
International Exchange provides an opportunity
for UHM students to study overseas and students
from our overseas partner universities to study
at Manoa. An international exchange may be for
one or two semesters some summer exchange
programs are also available. Participating
students are registered as full-time UHM students
while on exchange, and pay only their normal
tuition. Upon completing the exchange, students
receive transfer credit based on an evaluation of
the transcript provided by the host university.
Darrell Kicker, Coordinator
23
National Student Exchange
The National Student Exchange provides full-time
undergraduates with the opportunity to study for
a semester or a year at one of 190 colleges and
universities located throughout the Continental
U.S., Canada, Puerto Rico, Guam, and the Virgin
Islands. Tuition costs for exchange students are
reasonable since participants pay either UH Manoa
tuition or resident tuition at the host school.
Room, board, and transportation costs are
additional. For those who meet the eligibility
requirements (including a minimum cumulative GPA
of 2.5), exchange is an excellent way to explore
different academic, social, and cultural
settings. Sandy Davis, Coordinator
24
Value
25
Value Current Trends
  • Global demand for higher education is forecast to
    increase from 97 million in 2000 to 263 million
    in 2025.
  • Higher education capacity is not sufficient in
    those regions that will experience the most
    substantial population growth over the next 20
    years.

Tapping the Global Student Market JoAnn
McCarthy, Assistant Provost for International
Education University of Pennsylvania
26
  • Demand will be fueled by countries with rapidly
    expanding populations and economies such as China
    and India.
  • China and India will account for more than half
    of the global demand for international higher
    education by 2025.
  • Concurrently, Japan, Russia and many Western
    European countries will see a decline in domestic
    demand for higher education.

Tapping the Global Student Market JoAnn
McCarthy, Assistant Provost for International
Education University of Pennsylvania
27
  • Growing regionalism is causing many students to
    travel to countries within their region to attain
    higher education.
  • Alternative delivery systems and evolving
    technology is innovating the way higher education
    is being provided across borders.

Tapping the Global Student Market JoAnn
McCarthy, Assistant Provost for International
Education University of Pennsylvania
28
  • The market is becoming increasingly competitive
    with some national governments aggressively
    supporting higher education.
  • Accreditation is going global.
  • Consumers are becoming more informed and
    value-conscious. Brand names are not the only
    viable options anymore. Students may be looking
    for economic alternatives.

Tapping the Global Student Market JoAnn
McCarthy, Assistant Provost for International
Education University of Pennsylvania
29
Value The Economy
  • Foreign graduate students, particularly those
    who study science or engineering, are a boon to
    the American economy and education system. They
    are critical to the United States technological
    leadership in the world economyfor every 100
    international students who receive science or
    engineering PhDs from American universities, the
    nation gains 62 future patent applications.
    About one-third of Americas engineering
    professors are foreign-born.

New York Times, 2005
30
  • The US Department of Commerce rates American
    higher education as the countrys fifth largest
    export.
  • Foreign students and their dependents contributed
    approximately 13.49 billion to the US economy
    during the 2005-2006 AY.
  • For Hawaii, the net contribution to the State
    economy was 108.4 million.

Office of Service Industries, US Department of
Commerce Economic Impact Statement for Hawaii,
2006 NAFSA Association of International
Educators
31
  • Net contribution from UHM international students
    and their dependents was an estimated 26.17
    million.
  • Gross contribution was 50.3 million highest in
    the state.
  • US support for foreign students through UHM was
    46 of gross highest in the state.

NOTE The above figures do not include foreign
visiting scholars, foreign faculty/staff,
exchange students, and international visitors
participating in short-term non-credit programs.
Office of Service Industries, US Department of
Commerce Economic Impact Statement for Hawaii,
2006 NAFSA Association of International
Educators
32
  • UHM Research funding for FY 2005 brought in 7.1
    million from non-US sources.
  • US Agency for International Development (USAID)
    provided an additional 2.8 million in funding
    for UHM projects.
  • Federal grants for scholarships, faculty and
    curriculum development in Asian and Pacific
    Studies bring in more money to the State of
    Hawaii. For example, Title VI National Resource
    Centers bring in nearly 6 million over a four
    year cycle.

UHM Office of Research Relations
33
  • The excellence of UHM programs bring in many
    private sources of funding, such as the 1
    million from The Korea Foundation to the Center
    for Korean studies
  • the 1 million from the Urasenke Foundation to
    the Center for Japanese Studies
  • the Freeman Foundation fully-funded 2006 summer
    study tour tracing the route of King Kalakauas
    journey throughout Asia
  • and many other private donations

34
Value Careers/Workforce
  • Of the over 1000 Americans surveyed, 90 of
    Americans believe it is important to ensure that
    future generations have the skills and knowledge
    needed for a more interconnected world.
  • 92 agree that knowledge of foreign languages
    enhances job competitiveness for future
    generations.
  • 77 value educational experiences abroad.
  • 86 value the opportunity for their children to
    attend colleges where they will interact with
    students from across the globe.
  • 94 understands that part of preparing for a more
    global society is learning about cultures from
    around the world.

NAFSA Association of International Educators
Survey, 2005
35
  • more governments see the rapid expansion of
    higher education as a key element in their
    transition from developing to developed
    countries.
  • our nations future hinges significantly on the
    international competence of our citizens and
    that, in this day and age, to be fully educated
    is to be educated internationally.
  • The challenges of the new millennium are
    unquestionably global in nature. This reality
    imposes a new and urgent demand on Americans, one
    this country has been all too quick to ignore
    international knowledge and skills are imperative
    for the future security and competitiveness of
    the United States.

Change Magazine, 2006, Carnegie Foundation for
the Advancement of Teaching
Richard Riley, former US Secretary of Education,
2003
Securing Americas Future Global Education for
a Global Age, Report of the NAFSA Strategic Task
Force on Education Abroad, 2003
36
Value Cultural Understanding
  • International polls document a plunge in US
    prestige abroad.
  • International students bring a huge and valuable
    dimension to America.
  • Bringing international students and scholars to
    the United States promotes US foreign policy and
    international leadership. They enrich their
    institutions and enable American students to have
    contact with other cultures and ways fo
    thinking.

USA Today, 2005
Allan Goodman, President, IIE, 2006
NAFSA Report on Restoring US Competitiveness,
2006
37
  • Clearly, we need to use education to advance
    tolerance and understanding. Perhaps more than
    ever, international understanding is essential to
    world peace -- understanding between faiths,
    between nations, between cultures.
  • . Globalization, migration, economic
    integration, communication and travel are
    bringing different races, cultures and
    ethnicities into ever closer contact with each
    other. More than ever before, people understand
    that they are being shaped by many cultures and
    influences, and that combining the familiar with
    the foreign can be a source of powerful knowledge
    and insight.
  • . We must work to prevent intolerance from
    taking hold in the next generation. We must build
    on the open-mindedness of young people, and
    ensure that their minds remain open.

Kofi Annan, Secretary-General of the United
Nations
Remarks upon receiving Stephen P. Duggan Award
for international understanding from the
Institute for International Education, 2001
38
Current Progress
39
Current Progress Incoming
  • International Students (degree program) 1,753
  • International Students (practical training) 208
  • International Exchange Students 81
  • National Exchange Students 221
  • Short-Term Programs Intensive English/Other
    (Outreach) 1,301 / 3,157
  • Visiting Scholars (J-1 Visa) 317
  • International Faculty and Staff (H-1, O-1, TN
    Visas) 208
  • Fulbright Students 10
  • Fulbright Scholars 10

Figures represent AY 05-06
40
  • Incoming figures do not include
  • Short-term programs such as the SHAPS Short-Term
    Program, which was originally geared toward
    mainland college students, but recently has
    expanded to recruit student groups from Asia
  • JABSOMs Program for Medical Education in East
    Asia, which hosts year-round workshops and
    seminars for groups from the Asia-Pacific region,
    as well as providing such training overseas
  • The Hawaii English Language Program (HELP),
    which runs year-round and brings in 80-100
    students per session (6 sessions) from around the
    world
  • and other similar programs.

41
Countries (96) of International Students
Europe Azerbaijan Belgium Bulgaria Croatia Cyprus
Czech Republic Denmark Finland France Germany Hung
ary Ireland Italy Netherlands Norway Poland Portug
al Romania Russia Federation Slovakia Spain Sweden
Switzerland United Kingdom Yugoslavia
Americas Argentina Bolivia Brazil Canada Chile Col
ombia Costa Rica Mexico Panama Peru Venezuela Virg
in Islands
Africa Benin Cameroon Cape Verde Egypt Estonia Gha
na Kenya Mali Morocco Nigeria Senegal South
Africa Tanzania Zambia Zimbabwe
Middle East Iran Iraq Israel Pakistan Saudi Arabia
Asia Bangladesh Bhutan Cambodia China East
Timor Hong Kong India Indonesia Japan Korea Kyrgyz
stan Laos Macau Malaysia Maldives Mongolia Myanmar
Nepal Philippines Singapore Sri
Lanka Taiwan Thailand Turkey Uzbekistan Vietnam
Oceania Australia Cook Islands Fiji French
Polynesia Kiribati New Caledonia New
Zealand Papua New Guinea Samoa (Western) Solomon
Islands Tonga Vanuatu
Figure represents AY 05-06
42
Countries (44) of Visiting Scholars (J-1 Visa)
Oceania Australia New Zealand
Americas Brazil Canada Costa Rica Ecuador Guatemal
a Mexico Venezuela
Africa Kenya
Europe Austria Belarus Belgium Bulgaria Czech
Republic Denmark Finland France Germany Hungary It
aly Netherlands Norway Poland Portugal Spain Swede
n Switzerland United Kingdom
Asia Hong Kong India Japan Korea Pakistan Philippi
nes Singapore Sri Lanka Taiwan Thailand Vietnam
Middle East Israel Lebanon Turkey
Figure represents AY 05-06
43
Countries (41) of International Faculty/Staff
(H-1, O-1, TN Visas)
Oceania Australia New Zealand Western Samoa
Americas Argentina Brazil Canada Colombia
Africa Benin Morocco Zimbabwe
Europe Austria Belgium Bulgaria Denmark Finland Fr
ance Germany Hungary Iceland Italy Norway Portugal
Russia Sweden Ukraine United Kingdom Yugoslavia
Asia China Hong Kong India Indonesia Japan Korea M
alaysia Mongolia Nepal Philippines Taiwan Thailand
Middle East Iran Turkey
Figure represents AY 05-06
44
Study Abroad Sites (18)










China (1) Japan (2)

Germany (1) Denmark (1) France (3) Spain
(1) Italy (1) London (1)




Argentina (2) Chile (1) French Polynesia
(3) Australia (1)



Figure represents AY 05-06 anddoes not included
self-designed programs and internships
45
International Exchange Sites (57)
Denmark (2) France (1) Germany (1) The
Netherlands (1) Norway (1) Sweden (1) UK (1)
Hong Kong (3) Japan (21) Korea (10) Taiwan (2)
Singapore (1) Thailand (4)
Australia (4) French Polynesia (1) New Zealand (3)
Figure represents AY 05-06
46
National Student Exchange Sites (186)
Alberta (1) British Columbia (2) Newfoundland and
Labrador (1) Nova Scotia (1) Quebec
(2) Saskatchewan (2)
Guam (1)
Alabama (4) Alaska (3) Arizona (2) Arkansas
(1) California (13) Colorado (5) Connecticut
(2) DC (1) Florida (4) Georgia (2) Idaho
(3) Illinois (3)
Rhode Island (2) South Carolina (4) South Dakota
(3) Tennessee (6) Texas (6) Utah (4) Vermont
(1) Washington (4) West Virginia (3) Wisconsin
(7) Wyoming (1)
Indiana (3) Iowa (2) Kansas (3) Kentucky
(4) Louisiana (5) Maine (3) Maryland
(3) Massachusetts (6) Michigan (2) Minnesota
(4) Mississippi (2) Missouri (2)
Montana (2) Nebraska (1) Nevada (2) New Hampshire
(3) New Jersey (4) New Mexico (4) New York
(8) North Carolina (4) Ohio (3) Oklahoma
(2) Oregon (6) Pennsylvania (5)
Puerto Rico (7) US Virgin Islands (2)
Figure represents AY 05-06
47
Total Overseas Study Opportunities


















Study Abroad

International Exchange
National Exchange
48
Current Progress Outgoing
  • Students Studying Abroad (UG) 417
  • International Exchange Students 66
  • National Exchange Students 77
  • Fulbright Students 2
  • Fulbright Scholars 4
  • Faculty on Research/Travel Overseas Unknown

Figures represent AY 05-06
49
  • Outgoing figures do not include
  • UHM students on non-UHM study abroad programs,
    like LLEAs program to send students to Europe
    through the Leeward CC study abroad program
  • department programs like Architectures 2-week
    study trips to Singapore
  • PAMIs Asia Field Study tour each summer through
    College of Business
  • Center for Korean Studies summer Korean language
    program at Hallym University in Korea
  • special programs like the Asian Studies King
    Kalakaua 2006 summer study tour throughout Asia,
    sponsored by the Freeman Foundation
  • JABSOMS overseas student rotations and College
    of Business international internships
  • and many more

50
  • From 2001 to 2005, Study Abroad has had a 44
    increase in student participation.
  • From 2001 to 2006, UHM has experienced a 20.9
    increase in international student enrollment.
  • From 2000 to 2005, the number of international
    faculty, researchers, staff, and scholars
    sponsored by UHM has increased by 28. 
  • While the number of J-1 exchange visitor scholars
    has remained steady at an average of 300 per
    year, the number of international employees more
    than doubled from 90 to 208. 

51
Highlights
52
  • UHM is the university of the future with its
    diverse local and student populations.
  • It is strategically located to take advantage of
    global demographic and technological shifts.
  • It has strong programs (business, management,
    sciences) that are popular with international
    student populations, and that are well-suited for
    training students in careers in a global economy.
  • Its relatively low price tag makes it incredibly
    affordable and competitive.

But can we compete?
53
YES!
Just see what we have
54
UHM regularly teaches more Asia-Pacific languages
than any higher education institution in the
nation.
55
The Shidler College of Business graduate program
in international business was ranked in the top
25 in the nation by US News and World Report.
56
The Shidler College of Business undergraduate
program in international business was ranked in
the top 15 in the nation by US News and World
Report.
57
The Asian Theatre Program is the largest of its
kind in the world, and offers the greatest number
of Asian theatre courses in the nation.
58
Many UHM international alumni have become
prominent leaders in their respective countries
in areas such as business, education and
government.
59
The Korean Flagship Program is
1 of only 2
in the nation.
60
The National Foreign Language Research Center is
1 of only 12
in the nation.
61
The Confucius Institute is
1 of only 11
in the nation.
62
The Center for International Business and
Education Research is
1 of only 31
in the nation.
63
The National Resource Center for East Asia is
1 of only 18
in the nation.
64
The National Resource Center for Southeast Asia
is
1 of only 7
in the nation.
65
The National Resource Center for Pacific Islands
is
the only one
in the nation.
66
But are we doing enough?
67
Challenges
68
Challenges Major Obstacles to Consider
  • International Identity (branding, marketing,
    recruiting)
  • Housing for international students and scholars
  • International enrollment management
  • Student awareness of and participation in
    overseas study
  • Internationalizing the curriculum
  • Financial aid for overseas study and
    international students
  • Organizing our alumni and other networks overseas

69
Goals?
70
Goals Some Questions to Consider
  • What does international or international
    education mean to Manoa?
  • Do we need a strategic plan for international
    education?
  • What are we selling as an international
    university?
  • How do we get more students to go abroad?
  • How do we measure our internationalization
    progress?
  • How do we build on alumni and contacts overseas?
  • How can we be known as a top 10 international
    campus?

71
End Presentation Office of International and
Exchange Programs University of Hawaii at
Manoa 2006
Rev. 11.30.06
72
On the web at manoa.hawaii.edu/international
About PowerShow.com