MARILYN UBIÑA- BALAGTAS, Ph.D. Philippine Normal University, Manila

Internationalization of Teacher Education: Framework, Process

and Practice

• Definition of Terms

• Internationalization Framework for Private HEIs in the Philippines (product of research # 1)

• Processes and Practices in Internationalizing TEIs

• Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)

Outline

• Definition of Terms

• Internationalization Framework for Private HEIs in the Philippines (product of research # 1)

• Processes and Practices in Internationalizing TEIs

• Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)

Outline

Towards the Development of a Conceptual Framework for

Internationalizing Private Higher Education Institutions

(HEIs) in the Philippines

Research 1

Researchers

Team Leader

Editha Padama – Arellano University

MembersRosyl Arlene P. Alfuente – Arellano University

Marilyn U. Balagtas – Philippine Normal UniversityErlinda G. Acierto – Asian Social Institute

Ferdinand Lacuata – National Teachers CollegeAngelina C. Irapta – PMI Colleges

Edward Padama – FEU – East Asia CollegeArchieval A. Rodriguez – Arellano University

Elsa H. Ruiz – Asia Social Institute

Towards the Development of a Conceptual Framework for Internationalizing Private

Higher Education Institutions (HEIs) in the Philippines

A model for internationalization based on conceptions and actual practices of HEIs

in the Philippines.

Towards the Development of a Conceptual Framework for Internationalizing Private

Higher Education Institutions (HEIs) in the Philippines

A process in making the institution a venue for exchanges between the administrators, faculty, staff, or students of that institution and their counterparts in other institutions from other

countries in terms of academic, research, and cultural undertakings.

Stakeholders of HEIs

Administrators

Support Staff

• Gaining conceptual/theoretical understanding from stakeholders

IDEATION LEVEL

Conceptions on an Internationalized HEI

Students Faculty

Internationalizing Process in HEIs

• Achieving practical insights from the

process

PRACTICAL LEVEL

Arriving at a Conceptual

Framework for Internationalizing

HEIs in the Philippines

• Proposing a framework

model

RESEARCH OUTPUT

Figure 1:The Research Paradigm

Statement of the Problem

The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.

1. How are HEIs involved in the study described as to the following aspects?

• Number of the students from the Philippines to other countries

• Number of students from other countries to the Philippines• Nationalities of the countries enrolled in the Philippines• Programs of courses offered• Admission of foreign students• Requirements for students going out• Retention policy for foreign students• Special features of the programs• Years of program completion• Years of operation of the internationalization program• Faculty trainings given

Statement of the Problem

The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.

2. What conceptions on internationalization can be gathered from the stakeholders of HEIs in NCR in terms of the following dimensions:

• Curriculum and instruction• Facilities and support• Cooperation and development assistance• Diversity income generation• Research collaboration• International-intercultural understanding/networking• Academic standards and quality• Mobility and exchange for students and teachers• International students’ recruitment

Statement of the Problem

The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.

3. What internationalizing processes are set in place by the HEIs in order to realize the conceptions of internationalization by the stakeholders?

4. What conceptual framework for internationalizing private HEIs in the Philippines can be developed from the analyses of the stakeholders’ conceptions and practices?

Sampling Technique Selection of the Respondents:

Multi-stage • It is stratified because respondents came from four

groups of stakeholders of the institution: fourth year undergraduate students, faculty, staff, and administrators.

• It is convenient because the number of respondents from each group of stakeholders was decided upon by the participating institution depending on their population and retrieved instruments.

• It is quota because the institution to be part of the study has to have a minimum of 10 and a maximum of 50 respondents.

Research Procedure

- face to face meetings and brainstorming sessions for the crafting of the research proposal, validation of the instrument , and decisions on the actual conduct of the study .- emailing for the validation of instruments by the local and foreign experts and for the write-up of the research paper - tryout of the instrument to establish its reliability- actual administration and retrieval of instruments from 14 private HEIs in Manila

Instruments

The main goal of the instruments is to generate ideas that can be used in developing a framework for internationalizing private HEIs in the Philippines based on conceptions of different stakeholders of the institutions themselves and their practices for internationalization.

Instruments

1. Survey Questionnaire . This determines the internationalizing status, practices, and perceptions of the participating private HEI

2. Two-pronged Questionnaire

- Part 1 is a 4-pt Likert Scale that determines the degree of agreement of the respondents to statements under 9 dimensions of internationalization that could tell their conceptions on how to internationalize an institution of higher learning-Part II is an open-ended questionnaire with a set of 2 questions subsequent to each of the dimensions covered in the 4-pt scale that aimed: 1) to gather other conceptions of internationalization that may not have been captured by the indicators of internationalization given in the scale; and 2) to determine the practices of the institution in terms of the given dimension for internationalization.

Instruments

• The instruments were content validated using triangulation technique with the following validators:

• The team of researchers representing 7 HEIs in Manila

• A known expert on internationalization in the Philippines who acted as the mentor/resource person of the team during the CHED Zonal Workshop.

• A known expert on internationalization in other countries who has led an international research study entitled Internationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report.

Instruments

•The reliability of the 4-pt scale was established through its tryout to 40 respondents coming from different stakeholders of two private HEIs. Using Cronbach Alpha, the computed internal consistency reliability coefficient was 0.96 indicating that the instrument was highly reliable .

DATA ANALYSIS

• To know the status of internationalization of the respondent institution supplied in the survey questionnaire, a frequency count for the qualitative responses was made and its equivalent percentage was computed.

For Problem 1

DATA ANALYSIS

• To know the conceptions on internationalization of the stakeholders of the respondent institution gathered through the two-pronged questionnaire, the following steps were done:

For Problem 2

1. Coding of responses in the 4-pt scale having all positive statements with responses coded as follows:

Response Numerical Code

Strongly Agree 4

Agree 3

Disagree 2

Strongly Disagree 1

DATA ANALYSISFor Problem 22 . Computing weighted mean of each indicator of a dimension of internationalization and interpreted using the scale range below:

Weighted Mean

Meaning

3.5 to 4.0 The specific group of respondents/stakeholders agrees strongly to the given statement explaining how to internationalize an HEI

2.5 to 3.49 The specific group of respondents/stakeholders agrees to the given statement explaining how to internationalize an HEI

1.5 to 2.49 The specific group of respondents/stakeholders disagrees to the given statement explaining how to internationalize an HEI

1 -1.49 The specific group of respondents/stakeholders disagrees strongly to the given statement explaining how to internationalize an HEI

DATA ANALYSISFor Problem 2

2 . Coding of the qualitative responses in the open-ended questionnaire

The dimensions in the 4-pt scale were used as initial themes of the qualitative responses. These are as follows:

1. Curriculum and Instruction2. Facilities and Support System3. Cooperation and Development Assistance4. Diversity Income Generation5. Research Collaboration6. International and Intercultural Understanding/Networking7. Academic Standards and Quality8. Mobility and Exchanges for Students and Teachers9. International Students Recruitment

DATA ANALYSIS

For Problem 2

3 . Examining the qualitative responses under each dimension of internationalization and coded them using the indicators of the 4-pt scale as initial sub-themes. The coding schemes are as follows:

Code Dimension of Internationalization and Indicators

1 Curriculum and Instruction1.1 The institution has an Inclusive Curriculum (i.e. courses are designed to

allow students of different race, religion, culture, gender to learn together).

1.2 The institution has courses on foreign language (e.g. English, Spanish, Chinese, German, etc) to understand the people of other countries.

1.3 The institution offers international/multicultural/global courses that may be a venue for understanding and appreciation of the culture of other countries ( e.g Multicultural Education, Global Education, Internationalization, World Geography, World Literature, Peace Education, Ecology/Environmental Education, and related topics)

Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

Code Dimension of Internationalization and Indicators

1 Curriculum and Instruction

1.4 The institution has customized programs tailored-fit to the demands of different markets, agencies or corporations here and abroad.

1.5 The institution has programs delivered in different modalities that could allow students from other countries to take courses at their own time and place (e.g. Distance Education, Correspondence Education, Open University, University in the Air, Virtual Classrooms)

1.6 The institution has information and communication technologies that could facilitate efficient and effective learning (e.g. internet connection, e-library, tele-conferencing.)

1.7 The institution has its own laboratory to test theories or theorize from experiences

Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

Code Dimension of Internationalization and Indicators

1 Curriculum and Instruction

1.8 The institution provides the students special learning experiences like Field Trips or experiential learning experiences where they could appreciate the culture of other tribal groups or races.

1.9 The institution mandates all faculty to utilize appropriate pedagogical approaches that underscore international understanding.

1.10 The institution has set in place a monitoring system that enhances internationalization in the campus.

1.11 Other ideas under the given dimension

Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

Framework for the Internationalization of Higher Education Institutions (HEIs) in the

Philippines

Dimensions of Internationalization

Curriculum and Instruction

Facilities and Support System

Cooperation and Development Assistance

Diverse Income Generation Research

Collaboration

International and Intercultural

Understanding/Networking

Academic Standards and Quality

Mobility and Exchanges for Students and

Teachers

International Students Recruitment

The Research Output

• Definition of Terms

• Internationalization Framework for Private HEIs in the Philippines (product of research # 1)

• Processes and Practices in Internationalizing TEIs

• Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)

Outline

DEVELOPMENT OF A RUBRIC IN INTERNATIONALIZING TEACHER

EDUCATION INSTITUTIONS IN THE PHILIPPINES AND BEYOND

Marilyn Ubiña-Balagtas (Lead Researcher)

Co – ResearchersBill Atweh

Marla C.Papango Zenaida Q. ReyesMarilou M. Ubiña

Research #2

Please see another File 2

• Definition of Terms

• Internationalization Framework for HEIs in the Philippines (product of research # 2)

• Processes and Practices in Internationalizing TEIs (workshop guided by the rubric)

• Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)

Outline

1. Work individually or with those who come from the same institution.

2. Using the rubric in internationalizing TEIs, rate the level of internationalization of your institution. Those who come from the same institution should rate their institution individually first. Then they could compare their ratings after.

Workshop:

3. Plan actions to reach the level of internationalization of your institution in the next 5 years.

4. Share to the group your plan of actions

Workshop:

Copyright @ 2011 MUBALAGTAS

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