Internationalization Efforts in United States Community Colleges: A Comparative Analysis of Urban, Suburban, and Rural Institutions

Autor/in	Harder, Natalie J.
Titel	Internationalization Efforts in United States Community Colleges: A Comparative Analysis of Urban, Suburban, and Rural Institutions
Quelle	In: Community College Journal of Research and Practice, 35 (2011) 1-2, S.152-164 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	Extracurricular Activities; Community Colleges; Classification; Comparative Analysis; Foreign Students; Degree Requirements; Academic Standards; College Programs; Educational Opportunities; School Support; Global Approach; Performance Factors; Rural Urban Differences; Educational Practices; Educational Policy; Educational Assessment; United States + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Community college; Community College; Classification system; Klassifikation; Klassifikationssystem; Studienprogramm; Bildungsangebot; Bildungschance; Schulförderverein; Globales Denken; Leistungsindikator; Stadt-Land-Beziehung; Bildungspraxis; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; USA
Abstract	With community colleges educating up to one-half of all U.S. undergraduates, more focus on internationalization is warranted in order to ensure student competitiveness in today's global labor pool. This ex post facto study of 2006 survey data from the American Council on Education (ACE) found a low level of internationalization occurring at most community colleges. Delineating community colleges according to their urban, suburban, or rural Carnegie classification found classification to impact overall institutional internationalization: rural community colleges are experiencing significantly less internationalization than their urban and suburban counterparts. Of the four dimensions of internationalization examined, (a) institutional support; (b) academic requirements, programs, and extracurricular activities; (c) faculty policies and opportunities; and (d) international students, institutional support was the most important indicator of internationalization. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10