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CIGE Model for Comprehensive Internationalization

December 30, 1899

 

​Comprehensive internationalization, as defined by CIGE, is a strategic, coordinated process that seeks to align and integrate policies, programs, and initiatives to position colleges and universities as more globally oriented and internationally connected institutions.

 

The CIGE Model for Comprehensive Internationalization is comprised of six interconnected target areas for institutional initiatives, policies, and programs: 

 
 
Articulated Institutional Commitment

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Strategic planning involving key stakeholders articulates an institution’s commitment to internationalization and provides a roadmap for implementation. Formal assessment mechanisms reinforce this commitment by framing explicit goals and holding the institution accountable for accomplishing them.

  • Strategic planning. Internationalization is prioritized in mission statements and institution-wide strategic plans and through explicit internationalization plans.
  • Internationalization committee. A steering committee comprised of representatives from across the campus is designated to oversee implementation of internationalization initiatives.
  • Campus stakeholders. Focus groups, surveys and open discussions convey priorities, address concerns and gain buy-in by students, faculty, staff and other stakeholders.
  • Assessment. Following from articulated goals, progress and outcomes of internationalization are formally measured and assessed.
     
Administrative Leadership, Structure, and Staffing

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The involvement of top leaders, and appropriate administrative and reporting structures form an essential framework for implementing internationalization. 

  • Senior leadership. The president and CAO are committed to internationalization and are engaged in the process from the start.
  • International office. An office or offices are designated to coordinate campus-wide internationalization activities. The faculty or staff member primarily responsible for internationalization reports to the CAO or president.

 

Curriculum, Co-curriculum, and Learning Outcomes

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As a core purpose of higher education, student learning is a critical element of internationalization. An internationalized curriculum and co-curriculum ensure that all students are exposed to international perspectives and build global competence.  Globally-focused student learning outcomes articulate specific knowledge and skills to be addressed in courses and programs.

  • General education requirements. Courses that focus on foreign language, regional studies and global issues are included in undergraduate general education requirements.
  • Internationalized courses in the disciplines. Courses within each major incorporate international perspectives and highlight global issues in the field.
  • Co-curriculum.  Programs and activities address global issues, reinforce international elements of the curriculum, facilitate discussion and interaction among students of different backgrounds and support the integration and success of international students on campus.
  • Student learning outcomes.  Internationally-focused competencies are included in campus-wide student learning outcome goals and assessments.
  • Technology. Technology is used in innovative ways to enhance global learning, e.g. through joint coursework and interactions with students and faculty abroad.

 

Faculty Policies and Practices

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As the primary drivers of teaching and research, faculty play a pivotal role in campus internationalization. Institutional policies and support mechanisms ensure that faculty have opportunities to develop international competence and are able to maximize the impact of these experiences on student learning.

  • Tenure and promotion policies.  Tenure codes state explicitly that international work and experience should be considered in tenure and promotion decisions.
  • Hiring guidelines. International background, experience and interests are among the criteria upon which faculty candidates are evaluated.
  • Faculty mobility. Faculty have opportunities to teach, conduct research and attend conferences abroad. Administrative and funding mechanisms support faculty participation in outside programs (e.g. Fulbright).
  • On-campus professional development.  Workshops, seminars and other programs help faculty build international competence and incorporate international perspectives into their teaching.

 

Student Mobility

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Student mobility, which refers both to the outward flow of domestic students to other countries to engage in an education abroad experience and the inward flow of international students to study at U.S. campuses, is often a focus of internationalization efforts. Orientations, re-entry programs and other support structures and activities help facilitate student adjustment and maximize learning.

  • Credit transfer policies. Students can easily earn credit for study abroad through approved programs.
  • Financial aid and funding. Student financial aid is applied to approved study abroad programs, and resources are available to help students locate additional funding. Scholarships and other funding are available for international students.
  • Orientation and re-entry programs. Orientation and re-entry programs help students maximize learning during study abroad, and integrate knowledge gained into their overall program of study. Academic and cultural orientation sessions are provided to all incoming international students.
  • Ongoing support and programs for international students. Academic and social support structures and programs facilitate international students’ full integration into campus life.

 

Collaboration and Partnerships

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Establishing and managing successful collaborations and partnerships abroad is a key aspect of internationalization for many institutions. Such relationships can provide international experiences for students and faculty, enhance the curriculum, generate revenue, and raise the visibility of institutions at home and around the world. ACE recommends a 4-step approach for creating and managing international partnerships:

  • Step 1: Strategic planning. Partnerships and collaborations should be based on a careful planning process that clarifies international goals and objectives, particularly with respect to student learning outcomes. International collaborations should align with overall institutional mission and priorities, and should take into account availability of financial and personnel resources.
  • Step 2: Review possible structures. International collaboration can take many forms, and institutions should become familiar with a variety of options before talking to potential partners. Some modes of engagement will likely emerge as a better institutional fit than others; some may be rejected outright, and others may only be appropriate for partners that meet certain criteria.
  • Step 3: Identify potential partners. It is important to analyze the higher education context in target countries,  including policies, priorities, structure, and operations.  A careful analysis can eliminate certain types of institutions as potential partners and make others a higher priority. Peer institutions in the U.S. can provide useful information on potential partners abroad, and conferences often include opportunities for direct networking with institutional representatives from other countries.
  • Step 4: On-going management.  As partnerships proliferate, institutions may find themselves with too many MOUs – often of varying scope and effectiveness.  Another common situation is for partnerships based on a personal connection to dissipate once that connection is no longer active.  Centralized coordination, engaging a broader base of faculty support, and designating certain relationships as “strategic” can help mitigate these issues.

 

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