Secondary analysis of international programs and services at Minnesota State two-year colleges 1998, 2000-2003

Abstract

Two-year colleges serve the educational needs of approximately 6.6 million students and comprise 35 percent of all degree granting colleges in the United States. There are increasing demands for two-year institutions to provide programs and activities to prepare students for the global society. Because undergraduates are more likely to experience internationally oriented course work and study abroad at four-year compared to two-year institutions, there is growing urgency for two-year colleges to establish international education as a priority. National studies, however, reveal serious gaps in internationally oriented programs and practices among two-year institutions. While providing an overall snapshot of international education progress, national studies tend to lump two-year colleges into one category thereby excluding different types of community colleges with dissimilar missions. The importance of forming partnerships appears in the literature but systematic research examining the role partnerships play in two-year college internationalization initiatives is scarce. Survey responses collected by the Minnesota State Colleges and Universities [MnSCU], Office of International Education, from 1998 thru 2003 provided basic data for this study. Respondents included thirty two-year public institutions. Four categories of international indicators were established: (a) institutional support for internationalization; (b) curricular and co-curricular programs and activities; (c) international student programs and services; and (d) faculty international opportunities. Findings indicate limited progress of international initiatives among Minnesota two-year institutions. Curriculum and study abroad deficiencies are notable and examined in detail. Significant variations occur between institutional types and consortium membership status. Variation is also noted among consortium members when size and type of institution are considered. Recommendations include ideas for further research involving two-year institutions in general and the Minnesota two-year colleges specifically.