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International Peer Reviewed Journal Liceo Journal of Higher

Education Research
Online ISSN 2244-0437 doi: http://dx.doi.org/10.7828/ljher.v13i2.1053

Internationalization as a Response to
Globalization: The Liceo de Cagayan University
Experience

MA. FLORECILLA C. CINCHES

ORCID NO. 0000-0001-7205-7733
[email protected]

FE S. TOLIBAS
ORCID NO. 0000-0002-0021-0505
[email protected]

MA. FE D. OPINA
ORCID NO. 0000-0002-0366-721X
[email protected]

LEO PAOLO L. PEREZ

ORCID NO. 0000-0002-9287-8368
[email protected]

Liceo de Cagayan University

Cagayan de Oro City, Philippines

ABSTRACT

The world continues to experience increased pressure from the external

environments because of globalization. This is experienced by organizations
and higher education institutions are not exempted. This paper studied the
internationalization of Liceo de Cagayan University. It reviewed the
internationalization practices and /or approaches and its impact on faculty and
students. The mixed method design through the case study approach was
utilized. An interviewguide on internationalization adapted from Hill and Green
(2008) provided mainly the qualitative information; most quantitative data were
taken from Student and Faculty Survey Questionnaire on Internationalization
(Iuspa, 2010). Data were also gathered from document analysis. Findings of

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the study revealed that the University has wider range of internationalization
practices; intentions to internationalize was more inclined to academic and
economic. Attitudes of faculty and students toward internationalization were
generally positive. However, there were some observed gaps that need to be
addressed especially in maximizing faculty members’ and students’ opportunities
for internationalization. Result of this study offers the University valuable
information about its respective internationalization processes to guide her
further in its strategic planning specifically in sustaining the thrust on
internationalization.

Keywords: Globalization, Internationalization motives, Internationalization

approaches, Internationalization processes

INTRODUCTION

The world has been experiencing increased pressure from the external
environments because of globalization. This globalized pressure is also seen as
a phenomenon that pressures educational institutions which are tied to culture,
economics, politics, business and power “pushing 21st century higher education
toward greater international involvement” (Altbach and Knight, 2007; Bond,
2006). Internationalization has gone beyond the dimensions of instruction,
research and service. It calls for a change in existing structures, operating modes
and mindsets in order for the institution to join and contribute to the shaping
of the emerging world knowledge and learning network. This coincides with
Knight’s (2007) model of internationalization which is seen as the process of
integrating international dimensions into the teaching/learning, research and
service functions of the university. He further reiterates that internationalization
has grown from partial and individually induced activities, into strategically
managed and comprehensive process (Teichler, 2007).
In a recent report for the Association for International Educators (NAFSA),
Green (2012) emphasized that measuring and assessing internationalization
outcomes and impact will take on greater importance as they continue to
become more controlled to the definition of quality in learning, research and
engagement. Aggressive and continuous study on the outcome and impact of
internationalization has become a mantra in higher education.
Internationalization, its policies and programs, is set to be a preparation of
higher educational institutions to prepare for the impending demand of
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globalization. The internationalization of higher education would then provide

the integration to denote the process of embedding the international and
intercultural dimension to its policies and programs that ensures the width of
central response through institutional visibility, instructional practices, and
international preparedness of the academe to cater the need of globalization and
its dimensions.
As a Filipino University, Liceo de Cagayan University poised for
internationalization is committed to prepare responsible global leaders anchored
on total Human Formation for God Country and Humanity (Liceo
Administrative Manual, 2014). Consistent to this mission, the University
formally established the office External Relations and Internationalization
headed by a Vice President.
The overall goal of the office is to further enhance institutional visibility
instructional understanding by exposing the faculty, staff and students to
various cultures; setting best practices in different life areas such as politics,
business management, arts and culture on themes with global dimensions;
designing exposure opportunities for university constituents to welcome the
responsibility of citizenship and service in a changing world and havingthe
university commit to the ideals of internationalization as expressed in its
mission that this international, intercultural and global dimensions will
permeate all aspects of the institution (Liceo Administrative Manual, 2014).
Moreover, the office sets its role as the support in terms of technical and
conceptual knowledge to initiatives of the academic and non-academic units in
responding to globalization. One of its roles is to assist the university
constituents to respond to internationalization through the old regarded three-
fold function of education ---- instruction, research and engagement. Each
department of the university is given the freehand to choose the
internationalization process in the different programs.
This scenario prompted the researchers to conduct a study on the university
response to globalization and noted some best practices and approaches of
internalization utilized by the three departments of the university. It also noted
some areas that needed enhancement. Results of this study may provide the
University additional hard data and information to improve its present
approaches and outcomes in order to reap the benefits of global
interconnectedness as well as to avoid the perils of parochialism.

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FRAMEWORK

Internationalization is viewed as the process of incorporating, international,

intercultural, or global element in determining the purposes or distribution of
higher education (Knight, 2004). Additionally, this refers to the increasing
importance of international trade and international relations as to how a
university or institution of higher education could benefit from having
international linkages limited to certain countries as well as partnerships with
other nations. Hence, internationalization is a crucial element to the
development of higher educational institutions in accepting the challenges of
21st century putting light to decrease borders between and among nations and
its cultural diversities.
The approach of internationalization would then provide physical mobility
for students, the academic staff, and frequently the administrative staffs as its
forerunners aligned to internationalization (Teichler, 2007). The approach
could promulgate international and multi-cultural education; comparative
education; and global education. Internationalization should not be confused
with globalization as both terms differ in function.
Altbach (2010) citing Altbach, Reisenberg and Rumbley (2009) Globalization
is an accepted reality in the 21st century that has now impacted higher
education intensely and characterized by new information and communications
technology, the emergence of an international knowledge network, the role of
the English language, and other forces beyond control of academic institutions
(Altbach, 2010). On the other hand, internationalization is defined as the
variety of policies and programs that universities and governments implement
to respond to globalization (Altbach, 2010).
Internationalization activities in the Philippines are varied; these include
education and training of students and faculty abroad, internationalizing the
curriculum, research collaboration and international networks (Bernardo, 2003;
Gonzales, 2006; Karim and Maarof 2013 as cited by Cinches and Russel, 2014).
It is said that internationalization activities in HEIs are driven by the motives or
rationales of internationalization (Hawawini, 2011).
It is important for HEIs to understand clearly the significance of
internationalization efforts to their institution. Many studies cited that before
HEIs engage into internationalization, understanding of “why”
internationalization is crucial before launching into the project (Hawawini,
2011). Four categories were identified to classify what drives HEIs to
internationalization according to Knight (2004) and Stier (2004). These are
academic (achieving international standards
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for both teaching and research); economic (finding new sources of revenues and
growth); political (influencing potential and actual opinion leaders to ultimately
enhance the political standing of the institution‘s country of origin); and
religious (spreading the faith of a particular religious organization). This study
focused only on academic and economic rationales since these are higher
education institutions where benefits of internationalization are commonly
practiced.
Academic rationales goes by the reasoning that “by encouraging greater
internationalization across teaching, research, and service activities, the quality
of higher education can be enriched” (Ghasempoor et al., 2011). These are
compelled to fulfill the institution’s educational mission; to remain academically
relevant in an interconnected world that is becoming increasingly global and to
attract the best students and faculty worldwide. With the current labor market
requiring graduates to have international, foreign language and intercultural
skills to be able to interact in a global setting, institutions are placing more
importance on internationalization. Another aspect to this reality according to
studies are competitive pressures from peer institutions that have added and/or
established international dimensions to their programs (Van der Wende, 2007;
OECD, 2012; CHED, 2012).
It becomes imperative that in analyzing the HEIs motives to internationalize
may start with its reason for being. Hill and Green (2008) suggested that
questions like: “Is internationalization part of the vision, mission, or goals of
the institution?” “Is internationalization needed to achieve its mission?”
Beyond accomplishing one’s mission through relevant programs and
experiences for students are academic realities that HEIs need to address. For
continuing relevance, the demand from stakeholders for courses, programs,
and research topics that deal with global issues need to be appropriately
addressed (Hill and Green, 2008; Iuspa, 2010).
The academic rationale for internationalization of HEIs, while trying to
fulfill their missions are forced to go beyond their VMGOs and face the reality
of the current global labor market demands that require graduates to be
internationally competitive. To internationalize academically also means to
attract the best qualified faculty to gain competitive advantageas the world sees
higher education to be an integral part of the global knowledge economy
(OECD, 2012). Many authors believed that one of the major factors that
contribute to the HEI’s competitiveness in the academic market is “exemplified
by the acceleration of the internationalization process of universities” (Bartell,
2003; Marsella, 2001; Sporn, 1999).

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 The economic motive of internationalization is driven ultimately by a need
to find new sources of revenues and growth. Altbach and Knight (2007) said
that “earning money is a key motive for all internationalization projects in the
for-profit sector and for some traditional nonprofit universities with financial
problems.” These authors claimed that many countries host new private
universities with overseas links with some in the for-profit sector where
international students are recruited to earn profits by charging high fees. Other
modes of internationalization include the offering of program abroad especially
wherethere is an enrollment drop of some programs because of changes in
economic conditions or the supply has exceeded demands. This approach can
shield revenues from these domestic sources of risk because revenues vary
among the educational markets around the world. Countries are at various
stages of economic and technological development and have different
demographic profiles. These differences, in turn, produce distinct levels of
demand for education around the world and create opportunities for HEIs for
sources of revenue (Hawawini, 2011).
In review, rationales serve as the founding pillars of the internationalization
process. Since these rationales are not mutually exclusive, HEIs must have a
clear understanding of “Why” internationalization is significant for the
institution. Which rationales HEIs decide to follow, will depend on the
institution’s history, resources, and the stakeholders’ influences (Iuspa, 2010).
Approaches. HEIs’ motives for internationalization are evident in the
practices and/or processes also called approaches. An approach to
internationalization reflects or characterizes the “values, priorities, and actions
that are exhibited during the work towards implementing internationalization”
(Knight, 2004). Identifying the institution’s approach will assist the school in
assessing its internationalization processes. In this study approaches in the
academic level were studied using Knight’s (2004) model of
internationalization. These included (a) activity (b) outcomes; (c) rationales; (d)
process; (e) at home; and (f) abroad. Specifically, the activity approach covers
study abroad, curriculum and academic programs, institutional linkages and
networks, development projects, and branch campuses. The Outcomes
approach refers to desired outcomes such as student competencies, increased
profile, more international agreements, and partners or projects. The rationales
approach consists of the primary motivations of internationalization, which
include academic standards, income generation, cultural diversity, and student
and staff development. In relation to the process approach, internationalization
pertains to the process where an international dimension is integrated into
teaching, learning, and service functions of the

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institution. The At home approach understands internationalization as the
creation of a culture or climate on campus that promotes and supports
international/ intercultural understanding and focuses on campus-based
activities. The Abroad (cross-border) approach refers to the cross-border
delivery of education to other countries through a variety of delivery modes
(face-to-face, distance, e-learning) and through different administrative
arrangements (franchises, twinning, branch campuses, etc.). In one hand,
Rudzki (2000) presented his own model for internationalization through the
four main components: mobility, staff dimension, curriculum innovation, and
organizational change.
Approaches to internationalization in this study consisted of activity,
outcomes, process, at home, and abroad (Knight, 2004), internationalism, and
open market transnational education (Bernardo, 2003) and student mobility,
program mobility, and institution mobility (Do and Pham, 2014). Synthesizing
what they espouse yields the following common approaches to
internationalization namely: international student mobility (Bernardo, 2003;
Knight, 2004; Do and Pham, 2014; Rudzki, 2000);); faculty exchange and
development (Bernardo, 2003); institutional linkages, networks and research
collaboration (Knight, 2004; Bernardo, 2003); and partnership programs or
cross-border delivery of education to other countries through a variety of
delivery modes using strategies such asface-to-face, distance, and e-learning
(Bernardo, 2003; Do and Pham, 2014); franchising or twinning agreements
(Bernardo, 2003; Do and Pham, 2014; Knight, 2004); building international
perspectives by having the international dimension integrated into teaching,
learning and service functions(Bernardo, 2003; Knight, 2004) and
organizational innovations (Rudzki, 2000); institution mobility and branch
campuses (Do and Pham, 2014; Knight, 2004; Bernardo, 2003).
Internationalization of curriculum is one of the common ways of integrating
international dimension into teaching, learning and service functions. Enriching
the curriculum in the college courses and specific subjects increases the
preparedness of faculty and students to internationalize. Internationalization of
curriculum is well-recognized as an important indicator of HEI
internationalization (Elkin et al., 2008). However, De Wit (2011) warns that it is
too simplistic to view internationalization of curriculum as synonymous to HEI
internationalization.

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 OBJECTIVES OF THE STUDY

This paper looked into the various internationalization practices and

processes of a private higher education institution in Cagayan de Oro City.

METHODOLOGY

This study was conducted among the colleges of business, education and
liberal arts of Liceo de Cagayan University. A total of 328 randomly sampled
college students, 50 faculty and six administrators were the sources of
quantitative and qualitative data and information. Specifically, these colleges
were chosen as respondents considering their offering of ‘traditional’ courses
for the last sixty years since the founding of the institution in this current study.
Respondents of the study were the school administrators, faculty and students.
Administrators included the Deans, Chairpersons, Vice Presidents
(Internationalization, Academics and Finance).
The study used the concurrent mixed method research design where
quantitative data were collected parallel to the gathering of qualitative
information (Creswell, 2011). It used the case study approach. The Student and
Faculty Survey Questionnaire on Internationalization (Iuspa, 2010) was the
main source of quantitative data and the Questions to Guide the
Internationalization Review (Hill and Green, 2008) were the main source for
the qualitative data. On the other hand, the Questions to Guide the
Internationalization Review consisted of open-ended questions that included
articulated commitment, strategy, structures, manpower, curriculum and co-
curriculum, education abroad, analysis and recommendations. Quantitative data
were analyzed separately from qualitative data. Results were compared and
were then combined as one.
To gather the qualitative data, focused group discussions, key informant
interviews and individual interviews were utilized. Analysis of documents was
utilized such as analysis of college reports, outcomes based curriculum and
syllabi for each course offered in the three colleges, to determine if graduate
attributes, program/learning outcomes reflected internationalization.
Document analysis reinforced the quantitative and qualitative data convergence.
Quantitative data from the survey questionnaire was organized using
descriptive statistics where mean and percentages were computed. Meanwhile,
qualitative data were organized by identifying themes and patterns into
coherent categories.

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 RESULTS AND DISCUSSION

When the University drew its Roadmap 2020, the need to be more focused,
stirred the University to restate its vision, mission and goals. It recognized the
need to respond earnestly to “a rapidly changing globalized world and being
mindful of global competitiveness” (CHED, 2012) to sustain the institution’s
relevance. The present statement of the University’s Vision, mission and goals,
emphasized enhancing the quality of education within the internationalization
perspective. The Vision declares ‘preparing global leaders’ while the mission
expressed commitment to ‘deliver quality instruction, research and service
learning for global integration’; the goal included a phrase ‘poised for
internationalization.’ The University’s statements of vision, mission and goals
justify its processes and approaches to learn from the world and achieve
international standards.
Analysis of the outcomes-based curriculum further revealed the University’s
internationalization commitments have cascaded to the program objectives of
the different academic departments. The goal of internationalization is part of
preparing students for global work; it is anchored on the University core values
of excellence, integrity, discipline, loyalty and service. Such commitments are
reflected in the articulation of graduate attributes such as “globally competitive
graduates”; “excellence through global standards” and “globally-responsible
leaders. Furthermore, some program outcomes in the Arts courses were defined
categorically in terms, such as ‘national and global concerns’, ‘needs of the 21st
century skills’, ‘amidst globalizing society and knowledge.’ About 30% of the
subjects of these courses deliberately target these outcomes and are also
expressed in the various subjects’ syllabi. The other colleges have not explicitly
expressed internationalization targets in their program outcomes, but the
Business courses have activities where students are sent out of the country for
immersion and practicum.
The institution’s Roadmap 2020 stipulates the strengthening of its existing
‘external linkages and services’ as one of the eight (8) top priorities to be
addressed within the next five (5) years. The target is to develop a larger
number of long term relationships with other universities locally and
internationally in support of student learning and of research, scholarly, and
artistic work. The University also aspires for all disciplines to have increased
partnerships and established stable collaboration not only at the local and
national levels but also at the international level (Roadmap 2020)
Currently, the University has an office that oversees internationalization

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concerns. Headed by a Vice President for External Relations and

Internationalization (VPERI), it was established to further “enhance the
University’s institutional visibility and international understanding” (LDCU
Administrative Manual, 2014). The Office is also meant to generate
opportunities and funds through partnerships with HEIs across the globe for
internationalization purposes and become self-sustaining in the long run. From
the key informant interviews it was gathered that certain gains have been
attained. The Office needs adequate staffing to fully actualize the VPERI’s
mandate and make it more functional. Presently, it has only one staff and the
University provides budget for the Office to pursue its plans and continue its
operations (Interview, July, 2015).
From the preceding discussion, the academic and economic motives of the
University to internationalize are clear. Document analysis revealed that it is not
only in the VMGs where the intention to internationalize is evident; these were
also articulated in their graduate attributes for each course/degree offering as
well as in the program outcomes. Establishing a formal structure to oversee
internationalization activities further support the motive of the University to
internationalize. Part of the mandate of the Office is to expose the faculty, staff
and students to various cultures and promoting informed knowledge setting
best practice in different life areas such as politics, business, management, art
and culture anchored on themes with global dimensions (LDCU Administrative
Manual, 2014). The economic motive for internationalization is also seen in the
responsibility of the Office to obtain increased development funding for
internationally- focused research initiatives. In all these efforts, the University
also goes by the reasoning thatis “by encouraging greater internationalization
across teaching, research, and service activities, the quality of higher education
can be enriched” (Ghasempoor et al., 2011).
Approaches.Using Knight’s model to internationalization as basis for
analysis, the University’s approaches are varied. It ranges from activity,
outcomes, process, and at home. For activity, the institution highlights
curriculum and academic programs as well as networks and linkages. Other
than the offering of an undergraduate degree program in International Studies,
students are encouraged to enroll in the foreign languages such as German,
French, Nihongo, Japanese and Spanish. For the last four years the University
strengthened its partnership with the Federal Republic of Germany through
Goethe-InstitutPhilippinen under the PASCH program “Schools: Partners of
the Future. Anchoring onthisalliance is the offering of German Language in the
High School. German language courses are enrolled in by students from
medical related, hotel and restaurant

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and international studies, teacher education and in graduate studies. With this
partnership, three students were sent to an International Camp in Germany and
two faculties were sent to Germany. Another two faculty underwent further
training in German language in Summer 2015.
This alliance earned for the University instructional materials and texts, state
of the art interactive presentation equipment, from other German agencies such
as the Goethe Institut in Berlin, the Hanns Seidel Foundation and the
Association of Hanns Seidel scholars in the Philippines and from the
Federation of German Private Caregivers in Berlin (VPERI, 2014).
The University’s thrust in Environment and Biodiversity is currently in
research collaboration with the Chinese Academy of Sciences in China. About
two years ago, it also collaborated with the National University of Singapore;
Singapore Botanic Gardens, and Chulalongkorn University. Present efforts are
directed to partner with University of California, Berkeley for Health and
Environmentstudies and with Chulalongkorn University for Social Science
research (Research and Publication Office, 2015).
On outcomes, the outcomes-based education has been adopted by the
University to be more focused on the development of student competencies.
These are reflected in terms of graduate attributes that are based on the core
values of the university together with the program outcomes of each degree
course of the colleges under study. From these are the articulations of student
competencies. Institutional linkages, local and abroad, complement the
development of student competencies. Business management students work in
the actual setting of their respective disciplines for three months abroad.
Student exposures are currently limited to Southeast Asian countries and the
United States. At least seventy 70 students every year were sent for actual work
abroad for the last three years (College of Business and Accountancy, 2015).
However, not all students are able to go outside the country for on the job
training or OJT; only less than 23% of the students are exposed to
internationalization experience in Asia and in the United States. This is because
of the inability to finance the student travel expenses and other costs incurred
to and from the destinations.
Internationalizing through the process approach is done through the
integration into teaching, learning, research and service. In the College of Arts, a
program on International Studies has been offered for the last ten years.
Subjects like ‘International Relations Theories and Issues,’ ‘International
Economics’, ‘World Civilization and Literature’ to name a few are taken up.
For Business, specific subjects in internationalization include the: ‘Foreign
Languages, World

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Tourism and Geography, as well as Asian and Western Cuisines. For Education,
the subjects: World Literature Masterpieces, The Teaching Profession and
Social Dimensions in Education are emphasized that may help produce global
teachers. In research, students are required to relate their research topics in the
international context before situating in the local setting. This allows the
students to increase their awareness on research problems in the global milieu.
At home approach consists “of creation of a culture or climate on campus
that promotes international/intercultural understanding and focuses on campus
based activities” (Knight, 2004). For the University, Cine Europa, the largest
foreign film festival is held annually at the University’s Rodelsa Hall. The four
day film fest is a partnership of the Delegation of the European Union to the
Philippines and the University. On the other hand, the Science Film Festival
through Goethe-InstitutPhilippinen run in October 2015 “coinciding with the
United Nations’ celebration of the International Year of Light focused on the
importance of light and how it helps in revolutionizing our global society”.
Also, foreign linkages the University sponsorships of a series of McLuhan
lectures on Journalism by the Embassy of Canada with cultural lectures
conducted by Embassy personalities which included the Ambassador of
Canada, and the country director of HannsSeidel, and of the British Council.
Impact.The faculty and most especially the students are the receiving ends
of the University’s effort to internationalize. While the school administration
plays another crucial role, it could only go to the extent of having the faculty
commit to the VMG and for the student to respond to these. The faculty is a
crucial agent for internationalization, because they are the frontlines of
instruction, research and service learning when preparing students to be global
leaders.” The students are the reason for being of the University. These
internationalization activities and or processes are assumed to affect teachers’
and students’ general attitude, the perceived support of the learning
environment, and the benefits. How they view internationalization are central
to the “process of integrating an international, intercultural and/or global
dimension into the goals, function (teaching/learning, research, service) and
delivery of higher education (Knight, 2004).
In the survey scale of 1 to 4 where 4 indicated very positive attitude and 1,
very negative attitude, faculty members are more aware of the strategic
intention of the University to internationalize as seen by their responses on
“internationalization as a component of the University strategic plan and
support of the mission statement” (M=3.56) than the students (M=3.25). On
the other hand, both groups strongly agree that “learning about people from
different

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cultures/ international learning are crucial to education”(M=3.50). Surprisingly

two items came out as not important to education: foreign language learning
and meeting individuals with different background from theirs (M=2.7).
Attitude of both groups of respondents reveals the awareness of the
University’s intention to internationalize but expressed ambiguity in learning
foreign language and meeting people of different background as means to
internationalize.
The faculty series of focus groups discussions with the students revealed
that “foreign language” to them is language other than English. This is
understandable because the medium of instruction in the college is English.
Moreover, it was also disclosed that not all of them have seen the restated
vision, mission and goals of the University (FGD, 2015) and therefore were not
aware of the University’s commitment “to deliver quality instruction, research,
and service.”
Surprisingly, these same students who were part of the last focus groups said
otherwise about foreign language. They were those who have gone for
practicum in the US claimed that ‘foreign language’ is important. They felt the
need to know more foreign languages because they can be more “confident in
interacting with other people of different races and culture.” One student said
“I feel that I would be more highly respected if I am able to speak foreign
language other than the English language.”
Earlier discussion pointed out processes of internationalizing according to
Knight (2004) and is done “through the integration into teaching, learning,
research and service.” These elements have been identified by Iuspa (2010) as
activities in support of internationalization as evidenced by the item statements.
Both faculty and student groups rated the items the lowest at the average of 3.0.
Generally, the respondents felt that “encouragement to study abroad,
researching about international topics, attending international
symposium/lectures in the campus or taking courses with internationalization
were least perceived as a prominent support tointegration into teaching,
research and service. Specifically, faculties felt that there is less encouragement
also to research and publish on international topics as well as membership in an
international professional organization (M=2.84).
Perceived benefits of internationalization were rated highest among the
three aspects of the survey (M=3.37). The faculty highly regarded “knowing
more about other countries to understand their own cultures” with M=3.52
and M=3.36 for students. Both groups regarded “international learning to
prepare for global citizenship and to appreciate other cultures” (M=3.42). The
series of focus groups discussions with students disclosed the main reasons
why they desire to become

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‘responsible global citizens’ were: “this is a situation that will encourage me to
be open-minded and be part of global issues especially climate change”; “I can
relate better with other nationalities because I am interested in knowing more
about other culture.”
The group also generally felt that going thru a three-month OJT experience
outside the country has developed in them a sense of independence and
enhanced knowledge on time and budget management. They expressed having
gained higher self-confidence, improved spoken English and made them realize
the importance of respecting other culture. Others said that “the OJT in US
made me a better person because I have become more patient and
understanding with other people” and there were “actual experiences learned
where these were purely theoretical in their courses.” In closing they further
look forward to their classmates’ participation in similar program (FGD, 2015).
Their encounter with different cultures enable them to practice
independence, exercise greater responsibility, gain confidence in speaking
English and feel recognized of their good performance and communication
skills.These experiences enhance reflection, and enrich self-understanding
among faculty and students (Stier, 2004).
For Liceo de Cagayan University, internationalization as a major component
in developing the ‘total human person’ is a mandate because of the institution’s
commitment to prepare responsible global leaders. Its response is inclusive of
policies and practices the purpose of which is “to cope with the global
academic environment” (Bernardo, 2003; Altbach and Knight, 2007). There are
conscious efforts to give flesh to this commitment given the observed existing
internationalization structure, policies, activities and processes. There is also no
question on the benefits of internationalization; faculty and students are
convinced that internationalization is highly beneficial to education. An analysis
of the effect of these approaches shows that overall, the students and faculty
have positive attitudes toward internationalization. International learning, for
both students and faculty, is relevant as an element of the educational process.
However, for the most part, not all faculty and students of the colleges
under review have opportunities to experience these activities and processes. In
the earlier discussion, it was cited that there was only a very small percentage of
student mobility and very minimal faculty exchange and research collaboration
because of funding constraints. Also, in the process approach, while there is a
degree offered on internationalization, opportunities for other students in other
courses are minimal since there are only few subjects concerning
internationalization

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and globalization; other teachers also claimed to have integrated some global
context in their lessons but admitted that these are oftentimes very sporadic.
These situations suggest that the institution needs to go back to the drawing
board and map out alternative strategies to maximize faculty and student
internationalization activities, processes and other related approaches. This is in
response to its commitment on internationalization. There is a need to seriously
consider the sustainability of revenue generation to sustain the avowed promise
of preparing global leaders as reflected in the Vision, mission and goals of the
University.
CONCLUSION

For Liceo de Cagayan University, internationalization as a major component

in developing the ‘total human person’ is a mandate because of the institution’s
commitment to prepare responsible global leaders. This is in response to its
commitment on internationalization. Its response is inclusive of policies and
practices the purpose of which is “to cope with the global academic
environment” (Bernardo, 2003; Altbach and Knight, 2007). Conscious efforts
of the University to give flesh to this commitment given the observed existing
internationalization structure, policies, activities and processes are evident.
However, not all faculty and students of the colleges under review have
opportunities to experience these activities and processes. There is a very small
percentage of student mobility and very minimal faculty exchange as well as
research collaboration due to funding constraints. Also, opportunities for other
students in other courses are minimal since there are only few subjects
concerning internationalization and globalization. These situations suggest that
the institution needs to review and assess existing internationalization practices
and processes. This would mean that the University seriously consider
sustainability of revenue generation since expanding opportunities for wider
participation of faculty and student internationalization activities, processes and
other related approaches seriously entail funding support. To sustain the
avowed promise of preparing global leaders as reflected in the Vision, Mission
and Goals of the University, internationalization practices of the need to be
more robust than the status quo.

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Liceo Journal of Higher Education Research

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