Internationalization of Global Women in Higher Education: Shifting to a “Two-Way” Approach of Engagement

Abstract

Higher education is globalized and internationalized; and the number of international students, particularly women studying in U.S. institutions of higher education is at a record high. However, as education continues to be a pathway to success and leadership positions, the representation and progress of women into leadership positions remains a debated issue. Although in the past 30 years there are more women who are qualified to assume leadership position both in higher education and in business, women still lag behind their male counterparts. It cannot be denied that gender continues to affect the way women are perceived as leaders. Based on the findings from a study conducted at a US university, a paradigm shift from a unidirectional approach to learning to a “two-way” model of engagement is necessary to promote a collegial community of collaborative scholars. To develop global women as leaders, it is not enough to recruit, retain and graduate international students who are female —it is critical to observe, learn, and collaboratively learn from each one of them. Most curriculums are “western” centric and based on values and ideas from the United States, with minimal exposure to current global practices. The knowledge and experiences of international women are not optimized as a source of global data that contributes to the collective information of global cultures and best practices. In order to truly capitalize on the influx of international data, the authors are suggesting the 2.0 approach, “two-way” method of creating, collaborating, editing and sharing user generated curriculum content.



Author Information
Aileen G. Zaballero, The Pennsylvania State University, USA
Leslie G. Scamacca, LaGuardia Community College, USA
Catherine Haynes, The Pennsylvania State University, USA
Christina Barss, The Cleveland Clinic, USA

Paper Information
Conference: IICE2015
Stream: Higher education

This paper is part of the IICE2015 Conference Proceedings (View)
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