A QEP on Internationalization That Makes a Difference

A QEP on Internationalization That Makes a Difference

Internationalizing the teaching-learning process

at the Universidad de Monterrey

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Table of Contents:

I. INTRODUCTION

• Universidad de Monterrey at a Glance

• QEP Concepts

II. PHASE I. QEP TOPIC SELECTION

III. PHASE II. QEP DEVELOPMENT PLAN

IV. PHASE III. PLAN EXECUTION

V. PHASE IV. IMPACT REPORT (FYIR) - RESULTS

VI. MAIN CHANGES

VII. RESULTS IN SUMMARY

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I. Intro

Universidad de Monterrey Information

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Universidad de Monterrey at a Glance

• Universidad de Monterrey is an institution of Catholic inspiration open to students and faculty of all creeds and backgrounds. • UDEM is located in the Monterrey metropolitan area, State of Nuevo Leon, Mexico. • Current UDEM enrollment exceeds 12,000 talented students. The university offers 41 undergraduate degree programs, 12 master's degree programs, 5 graduate specialty programs and 37 areas of medical specialization. • The academic rigor and international vision of our faculty and programs produces experienced, socially engaged, and professionally successful graduates.

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MISSION:

As an educational community of Catholic inspiration, the Universidad de Monterrey shapes its students in a holistic manner by applying a personalized educational model of academic excellence in an

intercultural environment.

Students are taught to thrive in the various fields of life and are also encouraged to transcendence themselves in the service of others. The University also contributes to the further development of knowledge and to the construction of a sustainable society.

Information about Universidad de Monterrey

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2.12 The institution has developed an acceptable Quality Enhancement Plan (QEP) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution. (Quality Enhancement Plan) (Note: This requirement is not addressed by the institution in its Compliance Certification.)

The Quality Enhancement Plan (QEP) is an effort designed and oriented to improve the quality of student learning, which SACS requires as part of the reaccreditation process.

QEP Concepts

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University de Monterrey, received reaffirmation of its accreditation by the Southern Association of Colleges and Schools; this followed an on-site visit which took place in March 2006. As part of the reaffirmation of accreditation process, UDEM developed and received approval of its Quality Enhancement Plan, “Internationalizing the teaching-learning process at Universidad de Monterrey”.

QEP Concepts

3.3.2 The institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (2) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement. (Quality Enhancement Plan) (Note: This requirement is not addressed by the institution in its Compliance Certification.)

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II. PHASE ONE

QEP Topic Selection January-May 2005

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The Committee defined the following methodology to select the QEP topic:

1 Comparative evaluation of UDEM Student learning outcomes (Mission) vs. Strategic Institutional Projects (PLES)

2 Selection of Inclusive topics Relevant to Strategic Projects

3 Definition of Indicators

to Measure topics Selected

4 Discussion of Selected topics

with the University Community

QEP Topic Selection

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The topic was selected by analyzing the Mission and Vision of the University, based on the teaching-learning process and on the opinion of the educational community. This was made by a Steering Committee appointed by the President’s Office, which in turn had the educational community involved in its various segments: students, professors, administrative and executive personnel. Several options were considered, among them: • Internationalization of the teaching-learning process. • Introduce workplace experience in student teaching-learning processes. • Incorporate technology in teaching-learning processes.

QEP Topic Selection

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Topic selected:

INTERNATIONALIZATION OF THE

TEACHING-LEARNING PROCESS

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III. PHASE TWO

Developing QEP “Internationalizing the teaching-learning process at the Universidad de Monterrey"

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Methodology for Creating QEP A Define

“internationalizing” 1

Develop Teaching-Learning Objectives

and their goals 2

Diagnose the Current Situation 3

Compare the Current Situation to the Desired Situation 4

Plan and Projects for each

Learning Objective 5

Developing QEP

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Description of steps and results B

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Define internationalizing

Source: NAFSA 57th annual conference, Seattle, WA, June 2005

The concept of internationalization is defined in the following way:

Internationalization is a formative and educational process in which students have global intercultural experiences, either abroad or in campus, This will allow them to :

Be open to other ideas and cultures within a framework of respect and tolerance for cultural diversity and be able to move from one culture to another within a context of communication and constructive interaction.

See themselves as world citizens, able to communicate and act from a global perspective.

Get to know other cultures and be able to describe their economic, political and social realities within a geographical context. This allow them to compare their own country with others.

Developing QEP

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1

Define “Internationalizing”

2

Develop Teaching- Learning Objectives

and their goals

The following aspects were used as input to define the teaching goals to be addressed by the QEP:

Elements to be developed in students through the Teaching-Learning Process as set forth in UDEM’s Mission.

Internationalization action lines set forth in Vision.

The definition of internationalization according to the QEP Committee’s own concept of the Teaching-Learning Process.

Developing QEP

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1


2


and their goals

The process at this stage was:

Goals were established for each learning outcome.

Objectives were aligned with the learning outcomes of graduates

Indicators of measurement and mechanisms to evaluate achievement were created for each learning outcome.

Developing QEP

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1


2


and their goals

Developing QEP

Internationalization Goals Learning Outcome Goal

(2016)

Get to know other cultures and be able to describe their economic, political and social realities within a geographical context. This will allow them to compare their own country with others.

A. Graduates will be able to describe the fundamental elements of the social, political, and economic realities of a country or region other than Mexico

80 %

See themselves as world citizens, able to communicate and act from a global perspective.

B. Graduates will be able, as a minimum to communicate in English, both orally and in writing

80%

C. Graduates will be able to describe a single event from their own cultural point of view and from that of another.

80%

Be open to other ideas and cultures within a framework of respect and tolerance for cultural diversity and be able to move from one culture to another in a context of communication and constructive interaction.

D. Graduates will be able to interact confidently with persons from other cultures.

98%

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1


2


and their goals

3

Diagnose the Current Situation”

Macro level Specific level

DIAGNOSTIC AT SPECIFIC LEVEL

Analysis of syllabus content of general education courses.

Analysis of courses with international or global perspective in major areas and also in minors with international implications.

Review of International Office’s Strategic Planning diagnostic exercise results.

Office’s student exchange survey.

Statistical analysis of student and faculty exchange.

Analysis of syllabi for English bibliography level.

Review of current TOEFL score statistics.

Analysis of percentage of Final Evaluation Projects (FEP) with international bibliography.

Analysis of average number of interactions with people of other cultures while creating FEP.

Developing QEP

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1


2


and their goals

3

Diagnose the Current Situation

Macro level Specific level

4

Compare the Current Situation to

Situation Desired

Work is required in the following areas:

Update general education courses mentioned.

Promote student exchange processes.

Improve performance of English as Second Language processes.

Develop international academic and cultural events and courses.

Include structured use of international sources and contacts in FEP and DPP.

Develop bilingual (as a minimum) printed and broadcast communications.

Increase offering of major (professional) area courses with international content and/or comparative pedagogical processes.

Developing QEP

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5

Plan and Projects for

each learning Objective

The teams which carried out the diagnosis also generated the proposal for the QEP, including the following:

Projects

Calendar

Estimated Budget

Responsible Parties

PROCESS FOR GENERATING THE PLAN

• Proposals were generated in conjunction with the organizational areas involved or responsible for their implementation.

• Teams proposed to the Committee a concrete plan for each mechanism, which was used to validate the proposals.

• The Committee integrated the projects in a single plan, being aware that they impact the global indicators used in the Macro Level Diagnostic.

Developing QEP

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2


and their goals

3

Diagnose the Current Situation

Macro level

Specific level

4

Compare the Current Situation to

Situation Desired

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Georgia Institute of Technology Strengthening the International Competence and Research Experiences of Undergraduate Students

Anderson University Global Engagement: Anderson University Abroad

Belhaven College Worldview: A process of Discovery

Covenant College “Who is My Neighbor?” Developing Intercultural Competence through Divergent Learning Events

Francis Marion University Expanding Student Horizons through Real World Connections

Kennesaw State University Global Learning for Engaged Citizenship

Mary Baldwin College Learning for Civic Engagement in a Global Context

Motlow State Community College Internationalizing the Curriculum-Improving learning through International Education: Preparing Students for Success in a Global Society

Rollins College Education for Citizenship and Leadership in Local and Global Communities

Saint Edward’s University Developing Global Understanding in Undergraduate Students

University of Tampa Building International Competence: An integrated Approach to International Education

University of Tennessee The International and Intercultural Awareness Initiative

Western Kentucky University Engaging Students for Success in a Global Society

Example of themes selected by Universities and Colleges which have applied for the QEP internationalization:

Developing QEP

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IV. PHASE THREE

Plan Execution January 2006 - present

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A

Graduates will be able to describe the fundamental elements of the social, political, and economic reality of a country or region other than Mexico.

Learning Outcomes

QEP

D

Graduates will be able to interact confidently with persons from other cultures.

C

Graduates will be able, as a minimum, to communicate in English, both orally and in writing

B

Graduates will be able to describe a single event from their own cultural point of view and from that of another.

Developing QEP

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UDEM identified actions favoring the achievement of these outcomes in our students:

Actions Learning outcomes

A B C D

1. Redesign World Scenarios and Universal Competencies courses (both are GEdC).

2. Increase offering of major area courses with international content and/or comparative pedagogical processes.

3. Second language reinforcement project (Institutional Guidelines).

4. Document best FEP practices and/or results of similar projects in other cultures.

5. Create international contact network for use in FEP.

6. Increase number of students participating in student exchange.

7. Increase Faculty Exchange.

8. Online video conference courses with others Universities.

9. Redesign co-curricular courses to include socioeconomic, political, and cultural aspects of other countries.

10. International Academic and cultural events.

11. Devise qualitative evaluation system for learning objective (Student Exchange).

Support Project 12. Document bilingual promotion.

13. Use bilingual signage. 14. Web Documentation. 15. Publicize and implement International Modality. Significant changes

Plan Execution

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V. PHASE FOUR

Impact Report (FYIR) January 2012 - present

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I Internationalizing the Student Learning Processes Actions’ Impact

Actions Impact

Quality Enhancement Plan

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Impact Report (FYIR)

Direct Indirect A. Graduates will be able to describe the fundamental elements of the social, political, and economic realities of a country or region other than Mexico.

1. Internal evaluation (Pre-post test). 2. Essay test and oral presentation.

Internal student survey (INEVA). Alumni surveys (SEDEX).

B. Graduates will be able, as a minimum,to communicate in English, both orally and in writing.

1. Standardized Instrument: Toefl.


1. Internal evaluation (Pre-post test). 2. Essay test and oral presentation. 3. Final Project Evaluation (Thesis).


1. Final Project Evaluation (Thesis). 2. Standardized Instrument (Intercultural

Development Inventory ,IDI)

Learning outcomes assessment methods .

Learning outcome Action

Operational result

Impact

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1. Redesign World Scenarios and Universal Competencies courses (both are General Ed Courses). Action Impact Summary. The following subjects are included in this re-design (1) Global Competences and (2) Global Scenarios, Trends and Dilemmas from the general courses’ group of subjects and taught to all 100% of the undergraduate program students.

Action impact resume

Learning outcome

Significant improvements are clearly noticed in both courses, since the implementation of the QEP initiative, considering the pre-test assessment (new enrollment students) and post-test assessment (prior to graduation)

A. Graduates will be able to describe the fundamental elements of the social, political, and economic realities of a country or region other than Mexico.

% passing in comparison with 2011 total (using an independent, standar exam).

Pre-test: 37%. Pos-test: 91%.


% passing in comparison with 2011 total.

Pre-test: 6%. Pos-test: 65%.

Operational results

Indicator Number of participating students. 2007: 884. 2011:2101.

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2. Increase offering of major area courses with international content and/or comparative pedagogical processes. Activities with international content and compared methodological processes, this include compliance with at least four of the following standards of internationalization:

a) the students should experience the compared internationalization process, b) the contact of the students with prestigious professors from other higher education institutions, c) the attendance to a conference, seminar or festival, where the material is submitted, d) the course(s) should include readings/activities previous and subsequent to the students’ mobility.

Action Impact Summary Operational results

Indicator Number of courses. 2011: 4

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3. Second Language Reinforcement Project (Institutional Guidelines). After QEP implementation, proficiency in English was a graduation requirement. Currently the students have to pass the Test of English as a Foreign Language (TOEFL) with at least 550 points in order to graduate from any program at UDEM

Action Impact Summary Learning outcome

When the QEP was first developed, a goal was established of having 80% of graduates with the ability of communicating both orally and in writing in English, currently in the University, 100 % of the graduating students prove functional handling of the English language by obtaining at least 550 in the TOEFL test.


% of students who in the last semester of their undergraduate degree (prior to their graduation) that have complied with TOEFL requierement.

2008: 50.6% 2011: 82.3%

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4. Document Best FEP Practices and/or results of similar projects in other cultures. 5. Create international contact network for use in FEP. Within the educational and formation process, UDEM considers the development of the Final Evaluation Project (FEP), which is a means to assure that all students are trained in their area of professional studies. It consists of developing an actual research project in order to apply the knowledge acquired during their undergraduate program. Action Impact Summary

Learning outcome

In both actions, an increase is noticed in the participation of the students whom, when they graduate, integrate international contents and prove that they are capable of describing a unique event from their own cultural point of view and from that of another culture. This has enabled the students to have a closer approach with international companies or organizations, increasing the likeliness of finding employment in them. C. Graduates will be able to describe a single event from their own cultural point of view and from that of another.

% of FEP total complied with international content/comparisons.

52% during 2010 and 55% in 2011.


% of FEP total that used international networks.

20% during 2010 and 41% in 2011.

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6. Increase number of students participating in student exchange. For this activity, two strategies are kept: (1) Increase the number of UDEM students abroad and (2) Increase the quality of the student mobility.

Action Impact Summary Learning outcome

There is significant increase (P<0.001) in the degree of sensitivity of the students before their student mobility (IDI-pre) with the intervention courses.

A. Graduates will be able to describe the fundamental elements of the social, political, and economic realities of a country or region other than Mexico

The IDI (Intercultural Development Inventory) has been applied as a standardized assessment instrument of the impact of this activity. Pre and post test.

Mean change in IDI developmental score 2006: -2 2008: -4 Intervention 2011: 13

C. Graduates will be able to describe a single event from their own cultural point of view and from that of another. D. Graduates will be able to interact confidently with persons from other cultures.

Operational results

Indicator Percentage of graduated students who lived an experience of student mobility.

2004: 21% 2011: 53%

Indicator Number of universities for exchange possibility.

301

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7. To have a more International Faculty. Since the development and implementation of QEP, this activity has been intended to attract prestigious academicians and/or professionals to UDEM so they can enrich the formation of our students by means of teaching and research, by propitiating immersion experiences with international perspective, within a context which promotes the multicultural formation, the academic and research cooperation with highly prestigious international institutions.


Indicator Number of visiting professors. 2006: 5 2011: 22

Indicator Percentage of students who attended clases with a visiting professor.

2006: 3% 2011: 61%

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International faculty


Indicator % of Full Time Faculty who are foreigners

1999: 4% 2011: 18%

Indicator % of professors holding an academic degree obtained abroad

1993: 7% 2012: 70%

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8. Courses with Online international video conferences . This activity promotes the internationalization with conferences offered through the Internet, enabling UDEM students to interact with students and professors from other countries. Each academic program offers an international experience in some of its courses, with the intervention of an expert guest (an important individual recognized in his/her area of specialty; may be foreigner or a Mexican living out of Mexico) through a videoconference.


Indicator Number of courses 2011: 106

Indicator

% of Students in each graduating class who experienced at least two International Videoconferences in their program:

2002: 12%. 2009: 47% 2011: 85%

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9. Redesign co-curricular courses to include socioeconomic, political, and cultural aspects of other countries (support project). For this activity, four co-curricular courses from three departments of the University Community Director’s Office were re-designed; international components from their area of knowledge were integrated in each course; with this, students have the opportunity of learning some aspects of the art, the spirituality, or the sports from the perspective of a country and a culture different than their own.

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10. International Academic and Cultural Events. Two interdisciplinary committees participated in this activity, one for the design and another one for the preparation and implementation of the International Fair. Both committees were integrated by academic directors, program directors, professors, associates from the Academic Quality Center, personnel from the International Programs Director’s Office, Divisional Directors and students, all of them coordinated by the University Community Director’s Office. The International Fair is a one-semester event of formative nature, offered annually (fall academic semester), in which a country is invited and it has the participation of the Embassy of the guest country in the events


Indicator Number of events 2011: 25 cultural, economic, sports and gastronomic events.

Indicator Participation 4,491 students and associates

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C:/Users/jpeinado/Desktop/Destellos de España UDEM.avi

Support Projects. 11. (2.) Develop a qualitative evaluation system for learning objective (Student Exchange).

12. Document bilingual promotion materials.

14. Bilingual Web page [email protected] Benito.flores


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mailto:[email protected]

Main Changes VI.

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Main Changes

CANCELED: Publicize and implement International Modality (action 15): Initially, it was considered to offer the students an international modality in which, according with their interests, they could select a course integrating several actions from the QEP. MODIFIED: Online courses with others Universities Certified by SACS (action 8): The scope of this activity was modified by changing from online courses to videoconferences in selected courses, offered by international subject authorities. ADDED: Joint Curricular Venture (dual title degrees): in order to propitiate the participation of the students in this internationalization process, dual degree agreements have been entered into with 6 universities from different countries. Currently 42% of UDEM’s bachelors programs has at least one option of curricular agreement (Substantial change in 2010).

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VII. RESULTS - SUMMARY January 2012 - Present

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SUMMARY - RESULTS

• Five years of information prove that the QEP has had a positive effect on students’ learning (internationalization is selected as one of the “three academic-formative experiences that enriched me the most”): • Now the students show higher awareness of the University’s mission and

the purpose of an education which integrates the Internationalization. • More than half of our students participate in our study abroad programs

before graduation • Of those graduates (2008-2011) that are currently working for a

Company, 41% of them do so for a multinational company. • More international faculty • More international courses/programs/partners • A more international campus

• SACS concluded, “The institution adequately documented the implementation of its QEP”.

• Our QEP was recognized with the 2009 Andrew Heiskell Award for Innovation in International Education by the Institute of International Education.

• Various programs for visiting international students have been recognized with NASPA Best International Practice Awards in 2009.

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How did we involve the different areas of the University? • Clearly defining both the responsible parties and the participants. • Establishing the right indicators for the right individuals. • Involving everyone.

How it looked our communication plan? • It was considered to reach out our students, faculty and administrative

personnel (meetings, pamphlets, presentations, e-mails) . • Inclusion of the QEP activities/results everywhere: goals setting processes,

performance appraisals, results/town meetings, semi-annual planning and results presentations, President’s address on the state of the University.

Two key success elements

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Thank You!

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A QEP on Internationalization That Makes a Difference

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