The university of california’s new philosophy about international undergraduates: a noble cause or an economic reality?

Provided below is/are (I) lAC ’s definition of internationalization, (II) the current context of u c Davis in terms of overseas undergraduates, (III) lAC's goals fo r in[r]

THE UNIVERSITY OF CALIFORNIA’S NEW PHILOSOPHY ABOUT INTERNATIONAL UNDERGRADUATES: A NOBLE CAUSE OR AN

ECONOMIC REALITY?

Cary J Trexler, Asso.Prof.

S c h o o l o f E d u c a tio n a n d C o lle g e o f A g ric u ltu l a n d E n v iro n m e n ta l S cie n ce s, U n iv e rs ity o f C a lifo rn ia , D avis, USA

Abstract

Many consider the 10 campuses of the University of California (UC) as the premier public university in the world Since its inception the u c has placed great importance on first admitting students of the state over equally or more qualified applicants from other parts of the u s and around the world This is now changing because of disinvestm ent by the government o f California and a new philosophy about the importance o f internationalization As a result, the u c has begun to admit more out-of-state and international undergraduate students who pay on average $23,000 more per year than California students ($15,123) for tuition In 2011, the Chancellor o f the u c Davis campus instituted a new program entitled the 2020 Initiative: A Path to Academ ic Excellence and Economic Opportunity, which will increase undergraduate enrollment from about 25,000 to 30,500, a jum p of 22% increase in ju st years Of the 5,500 new undergraduates, the campus plans to enroll 60% from overseas, which amounts to a 366% increase in international undergraduates from 2010-2011 levels To prepare for this influx of international students and to consider ways to further internationalize the campus, the u c Davis Provost appointed a faculty International Advisory Committee to “look at best practices of other universities in terms of internationalization and to recommend how the campus can realize its potential in the international arena." The author o f this paper was the chairperson of this committee and will explain how u c Davis plans to support incoming international students and further internationalize the campus The insights p reseotad JriJhis.paper.will.be_p.articu lar_interesttoadm inistrato rsa nd.-fa c u lty m e m b e rs w h o s e e k to globalize their university programs

INTRODUCTION

Over the last two decades the states in the USA have consistently decreased their support for public higher education Research universities have been challenged to augment revenues by increasing funds bought in from grants and contracts, raising tuition, furloughing faculty and staff, increasing class size, limiting enrollments, and by decreasing academic and support staff Recently in California, budget shortfalls caused by the “great recession” have compounded the problem funding o f public higher education At the University of California at Davis (UC Davis), sustained and persistent budget cuts have started to erode the fabric o f the university To supplant the lost revenue, the Regents o f the u c have increased undergraduate and graduate student tuition by unprecedented amounts u c Davis adm inistrators have proposed plans to in crease the undergraduate enrollm ent by 5,500 stu d en ts (60% Out-of-state and 40% In-state) by 2020 to increase revenue, particularly from international students who pay higher tuition

environmental problems o f today affect people across international boundaries and u c Davis believes must play a larger role in ameliorating these pressing concerns

Taken together these two factors, the dire economic realities of California’s higher education system and the desire to internationalize u c Davis fo r the betterment of global society, provide an unusual confluence of resource limitations and educational priorities From a cynical perspective one m ight ask if u c Davis is

seeking a noble cause-provid ing more opportunities fo r a world class education to students around the globe and helping dom estic students to gain intercultural co m p e te n ce -o r i f it is sim ply seeking to cash in on higher fees international students p a y to backfill dwindling budgets in a time o f a new economic reality?

The purpose of this paper is to share u c Davis' plans to sustain the campus in tim es of dwindling state support; while, and at the same time, prepare for a tsunami of international undergraduates in the coming years I begin this case study by providing an overview of the u c and u c Davis to provide context Next, I analyze the philosophical and political shift that has transferred the cost o f education away from California taxpayers and to students themselves After this analysis, I describe u c Davis’ plan to increase revenue while concomitantly internationalizing the undergraduate student body Next, I discuss the work of a campus-wide International Advisory Committee charged with creating a vision for the institution and then share the plan for recruiting and supporting international undergraduates Finally, I provide implications of u c Davis’ efforts to administrators and faculty members who seek to globalize their university programs

OVERVIEW OF THE UNIVERSITY OF CALIFORNIA AND u c DAVIS

Many consider the 10 campuses of the University of California (UC) as the premier public university in the world In 2011, five u c campuses ranked in the top 38 of all universities worldwide (Times Higher Education, 2011) The u c has the highest enrollment of any university in the world, with approximately 236,700 undergraduates (UC, 2011) Unlike Vietnam’s National Universities, each of the 10 u c campuses is m ulti-disciplinary and comprehensive and all are organized into both colleges and professional schools

This paper focuses on one u c campus, u c Davis, u c Davis was originally established as an agriculture high school and farm research site fo r UC— Berkeley, u c Davis was founded in 1905 and became a comprehensive university in 1959 The campus offers a wide range of academ ic options within its undergraduate, graduate, and professional schools and colleges Am ong the school’s graduate programs are the highly ranked Graduate School o f Management, School of Law, School o f Medicine, College of Engineering, and School of Veterinary Medicine, o th e r notable programs include the School of Education and the Betty Irene Moore School of Nursing Undergraduates can study in the College of Letters and Science, College of Engineering, College of Biological Sciences, or College of Agriculture and Environmental Sciences In 2011, the campus' total undergraduate enrollment was 25,177 and of these, 40% were Asia Americans, 33% were White, and 16% Latino (UC Davis, 2011)

One way to gauge the quality and reputation of a university is international rankings Over the last five years, u c Davis has consistently ranked in the top 50 world-class universities In 2011, the UK based Times Higher Education (2011) World University Rankings placed u c Davis as the 38th best university in the world, while Shanghai Jiao Tong University (2011) ranked it as the 48lh best in that same year

A Philosophical Shift: Higher Education as a Means to Social Mobility

In the US public education is controlled and funded primarily by the states, not the federal (national) government In fact, the u s Constitution makes no mention of education; and therefore, it is primarily a state function The 10th amendment to the Constitution makes explicit the idea that the federal government is limited only to the powers granted in the Constitution

lawmakers in state and the federal government view the purpose of education Larabee (2000) described three often conflicting purposes of education in the u s These purposes are: Democratic Equality, Social Efficiency, and Social Mobility Those holding the Democratic Equality view argue education’s purpose is to produce citizens who can “think critically, understand the way society works, and have sufficient general know ledge to be able to m ake valid judgm ents about the essential issu e s in dem ocratic political

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society produce workers who can contribute to economic development; therefore, it is in the country’s best interest to invest in the educational system so that the economy prospers On the other hand, those who hold a Social Mobility stance argue that education should be thought of as a private good24 that benefits individuals more, and society less With Social Mobility stance there becomes a greater need to sort students based on school marks and abilities in an attempt to show that some are more worthy and qualified than others With this conservative philosophical purpose, the educational system becomes more consumer-oriented and society’s investment in education declines Larrabee (2000) convincingly argues the u s educational system has adopted the Social Mobility stance over the last two decades

Divestment in Public Higher Education in the us and at u c Davis

As states divest support for public education, the burden of payment has shifted to the consumer the student and his/her family According to the National Center on Educational Statistics, since 1990 the cost of undergraduate education has increased 76.9% in u s public four-universities At u c Davis, undergraduate tuition, which is paid for by the student, has increased 65% over the last five years alone In 2007, u c Davis In-state tuition was $8,925 and by 2012 it increased to $15,123 (UC Davis, 2012) For those coming from other states and internationally, tuition was $28,545 in 2007 and jum ped to $38,001 by 2012.

Divestment in public education has been acerbated by the global economic downturn, which started in 2007 State budgets, which once funded much o f public higher education have been drastically reduced, because tax revenues have decreased significantly For example, by 2009-10, fo r the first time ever, the state of California provided less than half of u c education expenditures— private sources became a larger source of revenue (Johnson, 2012) This shift suggests that u c has become a public assisted

rather than a public supported institution In 2012 alone, the UC's state appropriation dropped by 25

percent, or roughly $750 million (McMillan, 2012) However, this reduction is understandable because California faces a projected $16 billion budget deficit for the 2012 fiscal year (Los Angeles Times, 2011) With fewer public funds available, the consumers of public education have become the primary payers of a once public good25 This situation has become a hot topic in society Students must novv take out more and higher governmental and private loans to pay for their education and some are saddled with debit for 20 or 30 years after university graduation Like the UK, California students have protested in the streets and on university campuses about the rising cost o f higher education University administrators, with pressure from students and their families, have become increasingly concerned about costs and are seeking w ays to sustainably fund public education

2020 Initiative: A Path to Academic Excellence and Economic Opportunity

24 A private good can be defined as an item of consumption that, if used by one party, may not be available for others, such as food and clothing For example, in the us students consuming higher education pay an increasing share of the cost When California was founded in the 1850s laws stated that university education was free to all and was supported by taxation

A t u c Davis, Chancellor Linda Katehi proposed a new initiative to cope with decreased support from the California state budget and to sustain the campus in the future In Septem ber 2011, she announced the beginning of the 2020 Initiative: A Path to Academ ic Excellence and Econom ic Opportunity The goal of the initiative is to “create a university that can sustain its rising trajectory26 through its own best efforts, leveraging support from the state but rising above the fiscal lim itations ” (UC Davis, 2012) The 2020 Initiative will help u c Davis achieve several strategic objectives:

(1) increase campus enrollm ent by 5,500 undergraduates - with a target of 60% from Out-of-state and 40% In-state,

(2) provide m ore international experiences for the cam p u s community to c reate a m ore diverse educational climate and prepare future global leaders,

(3) provide additional revenue to support up to 300 new tenure-track faculty positions,

(4) improve existing infrastructure and make investments needed to sustain and grow excellence, and

(5) increase financial stability by reducing reliance on the state of California for funding

W hat is most noteworthy about the 2020 Initiative is its focus on increasing the Out-of-state and

International student enrollment by 3,300 Historically, the u c Davis has not sought large numbers of

non-California students because the state paid the majority of costs associated with higher education As mentioned previously, since 2009 private sources have replaced much of the governmental support lost over the last decade To batkfill.-the loss of state support, university administers are looking to increase revenues by attracting non-Califprnia students who pay 2.5 times higher tuition costs

International Advisory Committee (IAC) Charge and Process

Concomitant with the desire to raise more money from international students is the 2020 Initiative’s second objective, to more fully internationalize the campus To develop a path toward internationalization of the campus, u c Davis Provost and Executive Vice Chancellor Ralph Hexter appointed a16-member campus-wide IAC Provost Hexter explained:

As a community, w e must discern our rightful place in a world that is ever “flatter,” to adopt the term Thomas Friedman made current Do the various components o f our mission— teaching, research, service— need refining and reframing given the international circulation and integration of knowledge? How can we bring the benefits of global networking to our campus, the region and the state? W hile our primary obligations remain always to the people of California, California’s own sense of its place in the world demands that we ask ourselves how we might bring the values of u c Davis and its contributions in every field to a world with problems that need solving Does a com ponent of our historic mission— to educate the top tier o f California’s undergraduates— not demand, in today’s world, that they have significant exposure to international peers in Davis and an experience abroad?

Charge letter to the IAC (Hexter, 2011)

The Provost’s charge to the IAC was to:

(1) inventory the entire range o f programs and initiatives the campus currently mounts to foster international engagement, noting the aims of each and making a general assessment of their effectiveness;

(2) articulate an over-arching international engagement strategy; and

(3) suggest how the campus might best deploy resources to advance this engagement strategy

Charge letter to the IAC (Hexter, 2011)

The IAC divided into sub-committees and met over 20 times in the 2010-11 and 2011-12 academic years To inform the process of making recommendations to the campus, the IAC: (1) collected data on the campus’ international programs, (2) met with u c Davis personnel from existing international programs and service providers, (3) met with administrators, (4) interviewed current international undergraduates, (5) invited experts from other u s universities to come to campus to meet with the committee and give seminars, and (6) researched best practices from around the world to internationalize university education The committee determined that five distinct studies were needed to inform efforts to more fully internationalize the campus These studies focused on: (1) Domestic Undergraduate Students, (2) International Undergraduate Students, (3) International Graduate Students, (4) u c Davis Faculty • Members Role in Internationalization, and (5) Integrating Resources: Making the W hole Greater than the Sum of the Parts The net result of the lAC’s effort was a 36-page report that will guide the campus’ internationalization efforts in the future The full report is available on the u c Davis Provost’s website at: provost.ucdavis.edu/ /International-Advisory-Committee-Final-Report.pdf

u c Davis’ Plan for Support of International Undergraduate Students

This part of the paper focuses only on one section of the lAC’s report, International Undergraduate Students In the following section, I have selected the most salient points to show the path u c Davis faculty members hope the administration will take in the future Provided below is/are (I) lAC ’s definition of internationalization, (II) the current context of u c Davis in terms of overseas undergraduates, (III) lAC's goals fo r international undergraduates, (IV) an analysis of barriers to achieving goals and recommendations, (V) suggestions for marketing to foreign students, (VI) programs and services that will be needed, and (VII) issues that the administration should consider as more international undergraduates come to campus

1 DEFINITION OF INTERNATIONALIZATION: A FACULTY PERSPECTIVE

The committee began by defining internationalization and a vision for u c Davis in this realm IAC members stated:

By internationalization, we mean that every m em ber of the campus com m unity-students, faculty, and staff- -should be prepared to work in a global environm ent to fulfill our m issions of teaching, research, and service That preparation includes developing an understanding of and empathy for peoples who live around the globe and gaining knowledge about their life circumstances Members o f the campus community also need to develop communication skills that allow each of us to interact appropriately with others, whether in their country o f origin or here in the United States International experiences are central to developing each individual’s capacity to work in the global environment

fulfill their potential as one o f our most effective and credible diplom atic assets” (Skorton, 2007), The issue generates some urgency

(Money & Trexler, 2012, p 8)

2 CURRENT CONTEXT.

In Fall 2010, u c Davis undergraduate non-resident international students constituted just under three percent (3%) of the total undergraduate student body, with 708 students Between Fall 2007 and Fall 2008, international undergraduate students at u c Davis increased by 34 percent This increase was almost entirely in students from Asian countries At u c Davis, 553 out of 708 international undergraduate students, or approxim ately 78 percent, were from Asian countries The majority of these students came from China (225), Korea (131), and Taiwan (61)

By comparison, in Fall quarter 2010, 6.7 percent of u c Berkeley’s and 5.8 percent of u c Los Angeles’ undergraduate students were international non-residents Peer research universities in other states have much higher international undergraduate enrollments (e.g nearly 20 percent of the undergraduate students at Purdue University are international students) Fall quarter 2010 statistics for u c Davis international undergraduate enrollm ent by college were: Letters and Sciences, Social Sciences at 45% (due to Economics), College o f Biological Sciences at 19%, College o f Agricultural and Environmental Sciences at 13%, College of Engineering at nine percent, Letters and Sciences, Math and Physical Sciences at eight percent, and Letters and Sciences, Humanities, Arts, and Cultural Studies at four percent

3 ỈAC GOALS FOR INTERNATIONAL UNDERGRADUATE STUDENTS.

The lAC’s goals fo r increasing international undergraduate student enrollment are twofold First, the committee suggests increasing the diversity of the student population and creating interaction among students from different countries with domestic students, thereby increasing global awareness and enhancing all students’ intercultural competence Second, following the 2020 Initiative’s strategic objectives, the IAC supports increasing the campus’ revenue stream by accepting out-of-state and international students to support the enterprise of research, teaching, and service W hile the IAC cannot ignore the goal of increasing revenue, it would like to enhance the diversity of students from every region of the world and from every socio-economic class In order to so, the IAC strongly urges the administration to use a portion of the fees collected to set up a scholarship fund to support outstanding students from all over the world who would be unable to attend without scholarship resources By the committee’s rough calculations, a 5% return to aid (from 3,3Q0 international/out-of-state students) would provide 110 full tuition scholarships If the availability of scholarships were clearly communicated, the campus would provide an incentive for the top students globally to apply to u c Davis

4 BARRIER TO ACHIEVING GOALS AND RECOMMENDATIONS

Although it is common knowledge that most u c Davis current (and probably future) international students will come from Asia and South Asia, as these countries have large populations and rapidly growing economies to support an international student population, the IAC urges the administration to consider both a regional and a global marketing campaign California forms part of the Pacific Rim Our neighbors in Central and South Am erica have many cultural and linguistic ties to the United States and have middle class populations as well that could afford to support an international student population The campus m ust continue to e m p h asiz e regional and global diversity of our stu d en t population if it se e k s to extract the maximum educational advantage for California students and avoid or minimize the possibility of student enclaves from single countries

5 MARKETING TO INTERNATIONAL UNDERGRADUATES

international students (University Leadership Council, 2009) These are the use o f foreign-born faculty, the current international student population, and international alumni to build on their networks to connect with high caliber students from abroad These individuals can provide positive outreach to potential students and may be able to help screen student applicants, given the growth o f “application services” and outright fraud in international student applications (University Leadership Council, 2009) Recruitment fr o m O ọ Ịitn r n io PO»T»*in! in itv pnHÉỊnpo iq jaloo o n InoynRrioix/Q WAV o f o n n ^ ^ Ịịr in to p n H a rlo p i Ịoệọh/ cr*PQQninn11 U l i I ^ i l i U I i i i u v / V J i i I I i i U ) i i i i y u v / i i u y u w Í O w i w w C31 I I I i u i v u ¥ » w y U I u p p u u i i l i y Ì O G « i i \ J u u v v j u u i v / i y v ; u i V / V I i l i

for qualified international students

A R o le o f U n iv e rs ity E x te n s io n in R e c ru itm e n t

The administration should also consider how University Extension27 might provide a pipeline for admission to the university The Global Achievem ent Program (GAP) currently admits international students who meet all university admissions criteria with the exception of English language skills Students come fo r English language instruction and counseling and study skills that improve their chances of success in our institution and enter the regular student population at the end of the first academic year University Extension also offers summer English language programs that, at present, not target the student population for possible admission as a full time fee-paying undergraduate

B Profile Development o f u c Davis Strengths

In order to properly market the educational opportunities at uc Davis, the campus should develop a profile of campus strengths and advertise these strengths consistently Several of the strengths that the committee highlighted are the:

quality of education and educational ranking of u c Davis; (1) safety and small town atmosphere of the campus;

(2) current ethnic diversity of California and the campus (photographs of the current student population would demonstrate this ethnic diversity);

(3) ability to a c c e s s the cam pus and the community via bicycles and public transit; and (4) friendly community atmosphere on the campus

There is a wide variety o f majors and a huge diversity of courses available through the various schools, colleges, and professional programs Moreover, the positive relationship of the university with the broader Davis city community could be exploited to good effect The IAC also believes that specific services and opportunities for international students, if created and supported, would provide an attractive profile for international students, uc Davis has an opportunity to construct an environment that creates life-long ties for international students with the campus community and should make that part of the uc Davis profile as well

c Improved Application Process and Information for Parents o f Potential Undergraduates

The campus needs to improve the application process to enhance international student and student fam ily access An undergraduate international student population may be distinctive from a graduate international student population in its heavier reliance on family The university should consider investing in language specific websites for international students to facilitate the application process and, as important, to provide fam ily members information about the university in their own language Spanish and Chinese languages should be considered as priority languages in developing foreign language websites,

27 u c Davis Extension is the continuing and professional education arm of u c Davis It is an internationally-recognized leader in educational outreach for individuals, organizations and communities In 2011, uc Davis Extension served students in all 50 us states and 90 countries, presented nearly 3,600 courses and registered more than 57,000 enrollments (UC Davis Extension,

with the European Union website (with a single click front page to each of the EU languages) as a potential model The University Leadership Council (2009) also recommends several other modifications to the application process fo r foreign students that assure that potential applicants receive quick feedback to questions; that applicants have expedited admission decisions; and that student visas are priority mailed

6 SERVICES AND PROGRAMS FOR INTERNATIONAL STUDENTS

Efforts to increase u c Davis international student population will succeed only if the initial international cohort succeeds, in the era of instant social networking, both failures and successes are broadcast quickly However successful the campus is in attracting international students initially, it must provide services and programs that international students need to be successful There are two types of services and programs that need to be considered First, are those services employed by all students that may need to be modified to meet the needs of international students The second are services to integrate the international students with domestic students and broader campus community

A Housing and Health Services

International students will need on-site orientation, housing, medical and counseling services, ju st like California students Housing for freshmen on campus should be guaranteed, as it is for California students, and this should be clearly communicated in the informational material about u c Davis Student health insurance and medical center services and costs should also be effectively communicated U.S health services are w idely known to be very expensive and we need to take care to communicate the exact costs and services that are available to our students We also urge the administration to plan effectively fo r the provision o f counseling services to international undergraduate students Undergraduate students, especially those away from home for the first time, may be under stress International students, many thousands of miles away from their homes and support networks, may well be under additional stress The U.S has endorsed a culture of professional counseling to deal with these stresses successfully, o th e r societies may still view professional counseling as a service for the severely mentally ill The campus needs to make appropriate outreach to international students to de-stigmatize counseling a s well a s to provide culturally appropriate counseling

B Orientation and English-Language study

Orientation and English-language learning opportunities should also be part of the plan for receiving international students International students’ visas depend upon the start date o f the university and these students often arrive too late to take part in orientation The administration should consider providing a credit bearing orientation fo r foreign students to allow early entry onto campus and to ensure that the students are not playing catch up when they should be well settled before classes begin This program should include not only the topics covered with California students about the campus and academic activities that students will be involved in; it should also cover cultural dimensions o f the campus and community Academ ic counseling within departments may also need to be modified to ensure that international students’ needs are appropriately met

our sense that a sum m er program prior to university admission may be fee bearing but that ESL instruction during the academic year should be considered part o f the university curriculum covered by current tuition and fees International students also need visa services to ensure that their stay remains within the constraints of U.S law These students will often also need advising on practical matters, such as housing, finances, cultural, personal and academic concerns, etc

c Integration o f International student into the Campus Culture

The campus must also think o f ways to integrate international students into the student and broader community Integration serves two purposes It helps to ensure that international students are successful in their academ ic goals and builds life-long positive connections to the campus and to the United States If our integration efforts are successful, this could be a powerful marketing tool fo r developing global social networks that will ensure a continuing stream of students, as well as all the benefits that come with international personal and professional networks

Integration also serves to enhance the learning experience and global competences of our California student population There are a number of mechanisms that could be put into place to ensure that all international students have an opportunity to integrate fully into the local student and broader community, (e.g learning ab o u t local and sta te bicycle traffic laws), rather than rem ain in country specific groups or foreign student enclaves A “Living-and-Learning” community could be developed to provide specific dormitory space fo r California students interested in the opportunity, reserving 30 to 50 percent o f the living space for international students The University of Maryland has Global Communities living and learning communities that place the students in the classroom together as well as in an integrated living environment, to com plem ent ongoing activities such as the Hammarskjold House for International Relations students

The University o f Minnesota has several programs that could be emulated by u c Davis, including the following:

(1) Culture Corps: A series of projects that bring international perspectives into classrooms and onto campus through the experience and knowledge of international students;

(2) Small W orld Coffee Hour: Invites all international and domestic students, faculty, and staff to gather together in arelaxingsoGialenviranrrient—Eaehinteraetiveeventhas th e fla vo rin g o fa

-specific cultural region's activities, foods, and traditions

(3) International Buddy Program; Current U.S and international undergraduates connect with new international undergraduate students;

(4) Students Crossing Borders: Students are paired with an international or domestic roommate in a residence hall and focus on intercultural learning in one o f Housing & Residential Life's Living and Learning Communities;

(5) Cross-Cultural Discussion Groups: Gathers small groups o f domestic and international students and scholars together in an intimate atmosphere to explore their cross-cultural experiences and perspectives;

(6) Student Organizations: Minnesota International student Association (MISA) and Global Gophers, a student organization for returned study abroad students, are just two examples of the many student leadership opportunities with an international theme; and

The objective of all these types of activities is to help foreign students integrate into the campus community and into their newly adopted home in California An additional objective is to facilitate intercultural learning on th e part of dom estic students; therefore, structures and system m ust be mindfully developed

7 ADMINISTRATIVE ISSUES

It is important for the administration to be aware of the costs, not only of marketing u c Davis to an international clientele, but also the costs of providing international students with the necessary programs and services to ensure their success These integration efforts serve the needs of both the international student population and the California population Even “volunteer" programs, such as the Buddy Program, need professional coordinators to match pairs of students and to provide training for the California students In addition, services fo r the international students need an adequate number of professional staff The administration should look for ways to generate economies of scale in appropriate areas, such as the underlying information infrastructure that would facilitate, the admission process and tracking of the international students But in many cases, such as student advising or professional counseling, there are no economies of scale and international students may well take more time than California students u c Davis has a cohort of professionals on campus who deal with international students on a daily basis, located in Services for International Students and Scholars, the Education Abroad Center, University Extension, and other locations on campus There are also formal forums in which the staffs from various units meet to discuss issues of common concern (Global and Local Opportunities Begin with Education (GLOBE) and International Programs Advisory Committee (IPAC) This professional staff has the expertise on the types o f services students need, on past practices, both successful and unsuccessful, and on the costs o f these services This staff should be brought into the planning process to ensure that adequate resources are budgeted to ensure the overall success o f our efforts to attract a large cohort of international students

Discussion and Implications for other Academic Institutions

The State o f California and u c Davis are faced with a convergence of factors that has led to diminished public funding of the campus These factors are a philosophical swing toward thinking that Social Mobility is the purpose o f higher education and the worst recession in modern history Never have there been some few available funds to run state government and the public education system At the same time, the campus seeks to assure its accent to the top tier of universities in the world

Internationalizing the teaching, research and outreach efforts will help u c Davis continue its upward trajectory in global rankings However, the goal of teaching 3,300 additional undergraduate students from abroad must be well planned and thoughtfully executed Although administrators must be concerned with budgets and cash flow, faculty members are not burdened by such matters and are entrusted to develop curricula and programs to meet students' academic needs, no matter their country of origin In u s universities practically nothing happens unless there is faculty member buy-in In other words in the case of internationalization, faculty must help leaders set a course for the future and put pressure on the administration to provide support systems that will ensure long-term success, in the case of u c Davis, administrators at the highest level understand this and seek faculty advice on how to prepare for a massive influx of students that the university has only served before in a very limited way In the lA C ’s

suggestions to administration, what stands out is the need to invest heavily on recruitment, support services and programs, and the cautionary note that if future resources are not commensurate with the systems needed to attract and help overseas students achieve, then it is probably best to scale back the goal and objectives o f the 2020 Initiative.

planned recruitment and support systems designed to attract and retain students who are not only challenged by their coursework, but also by adjusting to a new language, culture and people who hold different values Finally, although most likely unique to the American system o f higher education, leaders may find it profitable to involve faculty members in significant ways to set a course for future internationalization efforts My experience working in higher education in several countries outside of the US has led me to believe that it is imoerative to involve facultv members as architects o f Droarams that they will be later tasked to implement W ithout faculty buy-in, ministerial or university leader-conceived programs are often times only superficially implemented, uc Davis has begun the process of involving an array of people who are committed to internationalization, but it is far too early to say if resources will be in place to support overseas undergraduates at a level that will foster success

REFERENCES

8 Hexter, R (2011) International Advisory Committee Charge Letter Accessed online July 2012 at: provost.ucdavis.edu/ /International-Advisory-Committee-charge-letter-final- 052011 pdf

9 Johnson, H (2012) Defunding H igher Education: What Are the Effects on College Enrollment? Public Policy Institute of California: San Francisco

10 Larabee, D (September, 2000) Resisting Educational Standards Phi Delta Kappan 82(1), 28-33. 11 Lee, J & Clery, s (2004) Key Trends in H igher Education: A R eview o f the Data American

Academic American Federation of Teachers: Washington, DC Accessed online July 2012 at: http://jblassoc.com/pubs.php

12 Los Angeles Times (Oct 26, 2011) California leads nation in escalation o f college costs Accessed online July 2012 at: http://articles.latimes.com/2011/od/26/local/la-m e-colleqe-costs-20111026 13 McMillan, c (16 May, 2012) Regents call on lawmakers to re-invest in higher education University

of California: Oakland, CA Accessed online July 2012 at: http://www.universitvofcalifornia.edu/news/article/27707

14 Money, J & Trexler, C.J (5 June, 2012) u c Davis International A dvisory Committee Report to the

Provost Author: Davis, CA.

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16 Shanghai Jiao Tong University (2011) Academ ic Ranking o f World Universities (ARWU) Author: Shanghai Accessed online July, 2012 at: http://www.arwu.org/ARWU201 o.isp

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