INTERNATIONALIZATION AND INTERNATIONALIZATION AND LANGUAGELANGUAGEJan PersensJan Persens

University of the Western Cape, Cape University of the Western Cape, Cape Town, South AfricaTown, South Africa

A presentation for the AUDIS ProjectA presentation for the AUDIS Project A follow-up activity at the Katholieke A follow-up activity at the Katholieke

Universiteit Leuven, Belgiun, Universiteit Leuven, Belgiun,

June 4-6, 2008June 4-6, 2008

SUMMARYSUMMARY

Language is one of the crucial instruments in learning. If Language is one of the crucial instruments in learning. If one is not appropriately skilled in the language of one is not appropriately skilled in the language of instruction, language could then be experienced as one instruction, language could then be experienced as one of as one of the obstacles in the process of learning. of as one of the obstacles in the process of learning. Learning, education, research and development are Learning, education, research and development are increasingly taking place within an international context, increasingly taking place within an international context, involving teams of international scholars and by involving teams of international scholars and by encouraging study or education abroad. Some of this encouraging study or education abroad. Some of this internationalization is inspired by the progress made in internationalization is inspired by the progress made in information and telecommunications. It is, therefore, not information and telecommunications. It is, therefore, not surprising that language proficiency has become an surprising that language proficiency has become an important factor in the world. Scientific results and important factor in the world. Scientific results and knowledge is being distributed at an ever faster pace in knowledge is being distributed at an ever faster pace in different languages. Developing countries, which different languages. Developing countries, which experience substantial challenges, cannot afford to lag experience substantial challenges, cannot afford to lag behind.behind.

There are several particular There are several particular activities in which the role of activities in which the role of

language is essentiallanguage is essential

There are several reasons and activitiesThere are several reasons and activitiesthrough which the importance of languagethrough which the importance of languagecan be emphasized within the context of can be emphasized within the context of internationalization/globalization. They internationalization/globalization. They includeinclude

Student Mobility- Exposure to Diverse Student Mobility- Exposure to Diverse Cultures; Study AbroadCultures; Study AbroadHigher Education and DevelopmentHigher Education and DevelopmentTransnational Trade, andTransnational Trade, andPolitical and international relationsPolitical and international relations

Within the academic realm, language has Within the academic realm, language has

inadvertently also become a source of inadvertently also become a source of

““academic conflict”, especially between academic conflict”, especially between

supervisors and their students. Often this conflict supervisors and their students. Often this conflict

results from differences in language usage and results from differences in language usage and

idiom, misunderstandings, misinterpretations or idiom, misunderstandings, misinterpretations or

different appreciations of expressions which may different appreciations of expressions which may

result from differences in culture. It is within these result from differences in culture. It is within these

various possibilities that one must find the reality in various possibilities that one must find the reality in

order to suggest and implement potential order to suggest and implement potential

solutions.solutions.

In this presentation we identify various roles In this presentation we identify various roles

for language in education, identify the for language in education, identify the

essential aspects of the AUDIS-St Louis essential aspects of the AUDIS-St Louis

report which relate to language and report which relate to language and

internationalization. Workshop participants internationalization. Workshop participants

particularly identified and recognized that particularly identified and recognized that

commonality of language commonality of language

improves efficiencyimproves efficiency,,

results in greater participation and results in greater participation and

helps to ease communication.helps to ease communication.

By referring to a particular study, the author By referring to a particular study, the author

identifies several reasons whyidentifies several reasons why language language

could arise as a source of “academic could arise as a source of “academic

conflict” and proposes a few reasons for conflict” and proposes a few reasons for

concern about such conflict and how the concern about such conflict and how the

‘‘language challenge’ can be resolved.language challenge’ can be resolved.

INTRODUCTIONINTRODUCTION

Language plays a crucial role in education. Language plays a crucial role in education.

Here ‘education’ is meant to include ‘formal’ Here ‘education’ is meant to include ‘formal’

and ‘informal’ education as well as ‘sharing and ‘informal’ education as well as ‘sharing

ideas/thoughts with a view of ideas/thoughts with a view of

understanding’. Here are some roles of understanding’. Here are some roles of

language in education as identified by the language in education as identified by the

author:author:

It is a vital tool for communicating with each otherIt is a vital tool for communicating with each other

It allows us to understand each other’s ideas and points of view. It allows us to understand each other’s ideas and points of view.

Explaining concepts, both trivial and complex, is largely achieved by speaking and writing Explaining concepts, both trivial and complex, is largely achieved by speaking and writing and, where applicable, by means of sign language.and, where applicable, by means of sign language.

Features of nations, their languages and cultures are usually differently understood, Features of nations, their languages and cultures are usually differently understood, interpreted and portrayed by speakers of other languages and practitioners of other cultures. interpreted and portrayed by speakers of other languages and practitioners of other cultures.

Language has an impact on the scope and extent of internationalization in (higher) education.Language has an impact on the scope and extent of internationalization in (higher) education.

The ease with which communication takes place depends on the nature and complexity of The ease with which communication takes place depends on the nature and complexity of the topic or activity under discussion or to be mastered. the topic or activity under discussion or to be mastered.

The meaningfulness of communication is usually, yet not always, improved when it happens The meaningfulness of communication is usually, yet not always, improved when it happens between speakers of a common language.between speakers of a common language.

The more uneven the proficiency in the language identified for communication purposes, the The more uneven the proficiency in the language identified for communication purposes, the greater the chance for misunderstanding or even delay in completion of a task. greater the chance for misunderstanding or even delay in completion of a task.

Language is one of the essential vehicles of enhancing Globalization which would demand Language is one of the essential vehicles of enhancing Globalization which would demand that increasingly speakers of different languages would make efforts to improve the quality of that increasingly speakers of different languages would make efforts to improve the quality of communication and comprehension communication and comprehension

BACKGROUND OF AUDIS BACKGROUND OF AUDIS PROJECTPROJECT

The Edulink project has an overall aim of The Edulink project has an overall aim of Strengthening the International Dimension of a Strengthening the International Dimension of a number of African Universities. The acronym number of African Universities. The acronym AUDIS stands for African Universities AUDIS stands for African Universities International Dimension Strengthening. At the International Dimension Strengthening. At the AUDIS Workshop (December 3-5 December, AUDIS Workshop (December 3-5 December, 2007) at Gaston Berger University (GBU) in St. 2007) at Gaston Berger University (GBU) in St. Louis, Senegal four (final) priority challenges with Louis, Senegal four (final) priority challenges with respect to internationalization were identified, viz., respect to internationalization were identified, viz.,

Language; Language;

Planning and Management of the Planning and Management of the international dimension of education and international dimension of education and research; research;

Mobility of students and teachers; and Mobility of students and teachers; and

Access to international funding for Access to international funding for education and research.education and research.

The broad area under which the question of The broad area under which the question of Language was identified as a Language was identified as a concern/challenge/problem was labeled “Mobility” concern/challenge/problem was labeled “Mobility” and the particular item 18 was listed as and the particular item 18 was listed as ““linguistic non-homogeneity and conditional linguistic non-homogeneity and conditional selection of partnersselection of partners” which points to the fact that ” which points to the fact that language would play a role in the choices of language would play a role in the choices of partner institutions. This incidentally might also partner institutions. This incidentally might also influence students’ choices of universities for influence students’ choices of universities for advanced studies. advanced studies.

The high priority given to “language” as an area for The high priority given to “language” as an area for which training is needed, clearly came as a which training is needed, clearly came as a surprise to the organizers. Indeed, in the AUDIS-St Louis surprise to the organizers. Indeed, in the AUDIS-St Louis report it is stated that report it is stated that

““the fact that language has been identified the fact that language has been identified

as one of the training needs shows how the as one of the training needs shows how the

problem exists, well beyond the problem exists, well beyond the

expectations of the organizers”. [1]expectations of the organizers”. [1]

Yet, participants recognized that Yet, participants recognized that commonality of language:commonality of language:

improves efficiencyimproves efficiency,,

results in greater participation and results in greater participation and

helps to ease communicationhelps to ease communication

ACTIVITIES EMPHASISING ACTIVITIES EMPHASISING IMPORTNACE OF LANGUAGEIMPORTNACE OF LANGUAGE

There are several reasons and activities There are several reasons and activities

through which the importance of language through which the importance of language

can be emphasized within the context of can be emphasized within the context of

internationalization/globalization. For all internationalization/globalization. For all

these developments, effective and these developments, effective and

meaningful verbal and written meaningful verbal and written

communication skills have become essential. We communication skills have become essential. We

describe four of these activities.describe four of these activities.

Student Mobility- Exposure to Student Mobility- Exposure to Diverse Cultures; Study AbroadDiverse Cultures; Study Abroad

Interestingly, Interestingly, mobility of studentsmobility of students – another area prioritized – another area prioritized for training in the AUDIS Project-- used to be almost limited for training in the AUDIS Project-- used to be almost limited to educating and training citizens from developing countries to educating and training citizens from developing countries at institutions in developed countries. [The reverse type of at institutions in developed countries. [The reverse type of mobility was an exception.] It is, therefore, not surprising mobility was an exception.] It is, therefore, not surprising that a number of the political and educational leaders in that a number of the political and educational leaders in Africa were to be educated in the USA, Europe and the Africa were to be educated in the USA, Europe and the former Soviet Union. Judging from conversations and former Soviet Union. Judging from conversations and experiences with people educated in these countries, experiences with people educated in these countries, learning to write and speak languages of their host countries, became learning to write and speak languages of their host countries, became part of the deal. In some instances it might even have been a matter of part of the deal. In some instances it might even have been a matter of spreading political influence spreading political influence under the guise of foreign aid. under the guise of foreign aid.

Today, the above-mentioned trend is almost forgotten as a Today, the above-mentioned trend is almost forgotten as a study abroad activity. Instead, institutions in developed study abroad activity. Instead, institutions in developed countries are urged to grow the number of their students countries are urged to grow the number of their students who participate in education programmes abroad, who participate in education programmes abroad, particularly in developing countries to enhance particularly in developing countries to enhance exposure to exposure to cultural diversitycultural diversity. Serious targets are being set and funding . Serious targets are being set and funding is made available to achieve these objectives. For is made available to achieve these objectives. For example, it is believed that “most of the example, it is believed that “most of the growth in the growth in the number of (American) students studying abroad, can be number of (American) students studying abroad, can be attributed to increased institutional support of such attributed to increased institutional support of such

initiativesinitiatives under the under the larger rubric of international education (American Council larger rubric of international education (American Council

on Education, on Education, 2003). [Quoted in [4], p143] 2003). [Quoted in [4], p143]

(The USA) federal government initiatives have also been significan(The USA) federal government initiatives have also been significanfactors in the growth of study abroad”. … The Bipartisan Commissionfactors in the growth of study abroad”. … The Bipartisan Commissionon the Abraham Lincoln Study Abroad Fellowship Commission wason the Abraham Lincoln Study Abroad Fellowship Commission wascharged with recommending “a program to greatly charged with recommending “a program to greatly expand theexpand theopportunity for students at institutions of higher education in the Unitedopportunity for students at institutions of higher education in the UnitedStates to study abroadStates to study abroad, with special emphasis on studying in, with special emphasis on studying indeveloping countries” and that “meets the growing need of the developing countries” and that “meets the growing need of the UnitedUnitedStates to become more sensitive to the cultures –States to become more sensitive to the cultures –and may I addand may I addlanguageslanguages – of other countries – of other countries” (House Resolution 2673, Section104).” (House Resolution 2673, Section104).[Quoted in [4], p143] To show their seriousness, the commission[Quoted in [4], p143] To show their seriousness, the commissionreleased a report in November 2005 “calling on the United States toreleased a report in November 2005 “calling on the United States tosend 1 million students abroad annually by 2016-2017” (Commissionsend 1 million students abroad annually by 2016-2017” (Commissionon the Abraham Lincoln Study Abroad Fellowship Programs, 2005) [4] on the Abraham Lincoln Study Abroad Fellowship Programs, 2005) [4]

Higher Education and Higher Education and DevelopmentDevelopment

Given that we now live in the era of the Knowledge Given that we now live in the era of the Knowledge Economy, higher education plays a crucial role as an anchor for Economy, higher education plays a crucial role as an anchor for

socio-socio-economic and technological development. Thus, internationalization of economic and technological development. Thus, internationalization of higher education has a direct impact on, inter alia, international higher education has a direct impact on, inter alia, international relations with respect to international trade, international diplomatic relations with respect to international trade, international diplomatic relations, and transnational cultural interactions. In some sense the relations, and transnational cultural interactions. In some sense the effectiveness of these interactions depends on the extent to which effectiveness of these interactions depends on the extent to which languages are spoken and understood between and among nations. A languages are spoken and understood between and among nations. A look at a definition of internationalization of higher education institutions look at a definition of internationalization of higher education institutions provides an appreciation of the importance of the latter conclusion. provides an appreciation of the importance of the latter conclusion. Internationalization of higher education institutions can be broadly Internationalization of higher education institutions can be broadly defined as defined as

““a global phenomenon that comprises a a global phenomenon that comprises a

large number of activities, includinglarge number of activities, including

student mobility initiatives such as student mobility initiatives such as exchange programs, field schools, exchange programs, field schools, internships, and other study abroad internships, and other study abroad programs;programs; research research collaborative development projects collaborative development projects with partners abroad;with partners abroad; faculty exchange programs; faculty exchange programs; off-shore programs such as twinning off-shore programs such as twinning arrangements and satellite campuses; arrangements and satellite campuses; and others”.and others”. [3] [3]

There should be no doubt that language is a There should be no doubt that language is a crucial vehicle for participating in the various facets crucial vehicle for participating in the various facets

of internationalization mentioned above. In of internationalization mentioned above. In addition, it is important that quality is assured addition, it is important that quality is assured when students and faculty participate in these when students and faculty participate in these activities. Such understanding and quality are activities. Such understanding and quality are

closely linked to appropriate language acquisition closely linked to appropriate language acquisition and proficiency.and proficiency.

Knowledge generation occurs across languages. Most Knowledge generation occurs across languages. Most significant research groups, especially in science and significant research groups, especially in science and technology, is comprised in a multilingual fashion, not technology, is comprised in a multilingual fashion, not

by choice but as a result of the natural spread of by choice but as a result of the natural spread of knowledge and talent. Such mixing of talent does not knowledge and talent. Such mixing of talent does not necessarily result in a harmonious outcome but it is necessarily result in a harmonious outcome but it is

unavoidable. Somehow ways must be devised to unavoidable. Somehow ways must be devised to ensure progress in projects despite the fact that ensure progress in projects despite the fact that

members of a research or development group may members of a research or development group may speak different languages.speak different languages.

Transnational Trade and Transnational Trade and DiplomacyDiplomacy

It can be argued that diversity did not really matter as long as there was no or It can be argued that diversity did not really matter as long as there was no or insignificant reasons for nations to interact and communicate with each other. insignificant reasons for nations to interact and communicate with each other. And, where such interactions were limited to And, where such interactions were limited to trade, diplomacy, political trade, diplomacy, political dominancedominance, etc., a limited number of role players could be trained to , etc., a limited number of role players could be trained to participate in such interactions. If required, the services of translators could be participate in such interactions. If required, the services of translators could be used. Due to the growth in and development of communication technologies, used. Due to the growth in and development of communication technologies, participation in these acts and forms of interaction has grown multifold. participation in these acts and forms of interaction has grown multifold. Transnational trade in some materials, including raw materials, has become Transnational trade in some materials, including raw materials, has become crucial for the survival of some nations, both in the developed and developing crucial for the survival of some nations, both in the developed and developing world. In fact, certain developing countries have started to play roles in world. In fact, certain developing countries have started to play roles in international affairs way beyond the significance of their overall role in world international affairs way beyond the significance of their overall role in world politics. politics.

With increasing conflict between nations and within nations, there is a greater need for With increasing conflict between nations and within nations, there is a greater need for diplomatic actions. Much of the success of such diplomatic actions depends on the tone diplomatic actions. Much of the success of such diplomatic actions depends on the tone and content of the language employed.and content of the language employed.

Political ExpediencyPolitical Expediency

Perhaps, as an example of the considered need for Perhaps, as an example of the considered need for language capacity, one could dwell briefly on the language capacity, one could dwell briefly on the situation in the United States of America. This situation in the United States of America. This superpower became aware of the reality of the superpower became aware of the reality of the significant role of significant role of language and communication in the language and communication in the ‘tongues’ of ‘the other(s)’‘tongues’ of ‘the other(s)’. In fact, the State Department . In fact, the State Department decided to fund foreign language and area studies decided to fund foreign language and area studies programmes at several universities and colleges in that programmes at several universities and colleges in that country. Being able to speak the languages of several country. Being able to speak the languages of several countries, both large and small, has become almost an countries, both large and small, has become almost an obsession for some countries. In the process, the obsession for some countries. In the process, the awareness of the need to study, or being (even partially) awareness of the need to study, or being (even partially) educated abroad, started to increase and opportunities educated abroad, started to increase and opportunities were expanded. were expanded.

LANGUAGE AS A SOURCE LANGUAGE AS A SOURCE OF “ACADEMIC CONFLICT”OF “ACADEMIC CONFLICT”

Some Basic ThoughtsSome Basic Thoughts

Usually, as done above, one emphasizes Usually, as done above, one emphasizes

the positive aspects in the usage of languages. the positive aspects in the usage of languages.

Language challenges occur in a variety of Language challenges occur in a variety of

situations. For the sake of focus, this presentation situations. For the sake of focus, this presentation

will emphasize language challenges as they relate will emphasize language challenges as they relate

to international graduate students participating in to international graduate students participating in

programmes offered in their non-native languages programmes offered in their non-native languages

in foreign countries. in foreign countries.

Believe it or not, a study [2], within the context of Believe it or not, a study [2], within the context of Internationalization of Higher Education, has Internationalization of Higher Education, has shown that language proficiency or the lack shown that language proficiency or the lack thereof, could be identified as a serious source of thereof, could be identified as a serious source of conflict between graduate students and their conflict between graduate students and their supervisors. Usually it would be some of the most supervisors. Usually it would be some of the most talented students who would be provided with talented students who would be provided with financial support by their governments, recruiting financial support by their governments, recruiting international institutions or funding agencies such international institutions or funding agencies such as foundations and foreign governments. as foundations and foreign governments. However, However,

academic capability in their subjects of academic capability in their subjects of study/research does not mean that international study/research does not mean that international graduate students are well-equipped in the graduate students are well-equipped in the preferred language of instruction of the host preferred language of instruction of the host institution. institution. the idiom of a language which is perfectly the idiom of a language which is perfectly understood between native or regional speakers understood between native or regional speakers of the same language, is one of the most of the same language, is one of the most obvious sources of misunderstanding. obvious sources of misunderstanding. ““lack of openness, time, and feedback; unclear lack of openness, time, and feedback; unclear expectations; and poor English proficiency (both expectations; and poor English proficiency (both oral and written) are some of the most common oral and written) are some of the most common sources of conflict)”. sources of conflict)”. ““destructive conflict occurs in a significant destructive conflict occurs in a significant number of international graduate student and number of international graduate student and faculty supervisor relationships”.faculty supervisor relationships”.

Almost all the reasons for conflict, Almost all the reasons for conflict, mentioned above, can be, either mentioned above, can be, either directly or indirectly, related to directly or indirectly, related to

communication and understanding. communication and understanding.

Reasons for concern about such Reasons for concern about such conflict lie in the fact that:conflict lie in the fact that:

A positive experience at a host institution does not only mean a A positive experience at a host institution does not only mean a qualification for the student, “but both the student and the host qualification for the student, “but both the student and the host country nationals benefit from an enriched learning and social country nationals benefit from an enriched learning and social environment that results from intercultural interaction”. environment that results from intercultural interaction”.

There is a close link between language and culture and beliefs. There is a close link between language and culture and beliefs.

Writing styles which are “analytical, direct, logically connected” are Writing styles which are “analytical, direct, logically connected” are (usually) valued in Western universities, while some students from (usually) valued in Western universities, while some students from East Asia would consider such styles as “‘rude’ or ‘childish’ or East Asia would consider such styles as “‘rude’ or ‘childish’ or ‘insulting to the intelligence of the audience’”, [2. p93 ] they consider ‘insulting to the intelligence of the audience’”, [2. p93 ] they consider a roundabout writing style as “elegant, sophisticated, polite, kind, a roundabout writing style as “elegant, sophisticated, polite, kind, and, above all, interesting”. [2. p93] and, above all, interesting”. [2. p93]

Research shows a significant disparity between the views of Research shows a significant disparity between the views of supervisors and those of their graduate students supervisors and those of their graduate students

o Supervisors reported the following sources more frequently Supervisors reported the following sources more frequently than did their international graduate students: “student than did their international graduate students: “student cannot write, understand and weak English adequately” as cannot write, understand and weak English adequately” as sources of conflict. sources of conflict.

o This finding did not appear explicitly among the students’ This finding did not appear explicitly among the students’ reasons for conflict: Students highlighted “lack of feedback, reasons for conflict: Students highlighted “lack of feedback, lack of support or guidance from supervisor, different lack of support or guidance from supervisor, different expectations about how close/personal the expectations about how close/personal the student/supervisor should be, and disrespect from the student/supervisor should be, and disrespect from the supervisor”. [2, p100supervisor”. [2, p100 ] ]

RESOLVING THE LANGUAGE RESOLVING THE LANGUAGE CHALLENGECHALLENGE

The small working groups at the AUDISThe small working groups at the AUDIS

Workshop identified several resources andWorkshop identified several resources and

opportunities of addressing the languageopportunities of addressing the language

and communication challenge. Naturally, and communication challenge. Naturally,

there would be several obstacles to the there would be several obstacles to the

meaningful implementation of such plans. meaningful implementation of such plans.

The following seem to be reasonable waysThe following seem to be reasonable ways

of tackling this challenge [1] of tackling this challenge [1]

use of language centers and laboratories; use of language centers and laboratories; use facilities and expertise of foreign language , use facilities and expertise of foreign language , communications, journalism, public relations communications, journalism, public relations departments at universities; departments at universities; use opportunities offered by foreign country use opportunities offered by foreign country cultural centres (such as Alliance Française, the cultural centres (such as Alliance Française, the Goethe Institut, etc.) and foundations;Goethe Institut, etc.) and foundations;web-based language courses, especially where web-based language courses, especially where ICT infrastructure has been appropriately ICT infrastructure has been appropriately developed;developed;use the language plurality within the AUDIS use the language plurality within the AUDIS group in order to enhance language group in order to enhance language development among members; anddevelopment among members; andbe aware of the challenges posed by language be aware of the challenges posed by language diversity in internationalization.diversity in internationalization.

In addition the author would like In addition the author would like to add the following:to add the following:

offering of subject/discipline specific language offering of subject/discipline specific language courses;courses;expect proficiency in language of instruction as expect proficiency in language of instruction as compulsory requirement for enrolment but allow compulsory requirement for enrolment but allow for exemption on the basis of a good for exemption on the basis of a good performance on comprehensive language performance on comprehensive language proficiency test;proficiency test;recognize that idiom of/in a language plays a recognize that idiom of/in a language plays a crucial role in comprehension between mother crucial role in comprehension between mother tongue speakers and otherstongue speakers and others

With respect to Language With respect to Language Proficiency for (Graduate) Studies Proficiency for (Graduate) Studies here are some of the suggestions here are some of the suggestions

offered by [2, p109]:offered by [2, p109]:

If the skills in English or the language of instruction of If the skills in English or the language of instruction of (graduate) students are not of an appropriate level, the (graduate) students are not of an appropriate level, the recruitment process needs to be improved so that students’ recruitment process needs to be improved so that students’ abilities and potential to develop necessary skills are more abilities and potential to develop necessary skills are more accurately measured.accurately measured.

The degree and frequency of (mis)understanding when using The degree and frequency of (mis)understanding when using the English or language of instruction, need to be considered the English or language of instruction, need to be considered when assessing language abilities.when assessing language abilities.

Recognize that some differences can be expected between Recognize that some differences can be expected between students who do and those who do not speak the preferred students who do and those who do not speak the preferred language of instruction as a first language. language of instruction as a first language.

Establish conversation circles or language written assignments Establish conversation circles or language written assignments to facilitate increase language proficiency.to facilitate increase language proficiency.

Realize that poor language proficiency does not equate to a Realize that poor language proficiency does not equate to a lack of other critical or analytical skills. lack of other critical or analytical skills.

Ensure a certain level of proficiency of the research discourse Ensure a certain level of proficiency of the research discourse as required by academic language of communication. as required by academic language of communication.

Clearly all of these reasons can be Clearly all of these reasons can be linked to communication and linked to communication and

language. Significantly, among the language. Significantly, among the faculty supervisor group, “poor faculty supervisor group, “poor

English proficiency” was among the English proficiency” was among the two “most commonly mentioned two “most commonly mentioned

sources of conflict”. [2. p102]sources of conflict”. [2. p102]

REFERENCESREFERENCES AUDIS Workshop (December 3-5 December, 2007), Gaston AUDIS Workshop (December 3-5 December, 2007), Gaston Berger University (GBU), St. Louis, SenegalBerger University (GBU), St. Louis, Senegal

Adrian-Taylor, S.R.; Noels, K.A; Tischler, K.: “Conflict Between Adrian-Taylor, S.R.; Noels, K.A; Tischler, K.: “Conflict Between International Graduate Students and Faculty Supervisors: Toward International Graduate Students and Faculty Supervisors: Toward Effective Conflict Prevention and Management Strategies”, Effective Conflict Prevention and Management Strategies”, Journal of Studies in International Education, Vol. 11, Number 1, Journal of Studies in International Education, Vol. 11, Number 1, Spring 2007, pp 90-117Spring 2007, pp 90-117

Schuerholz-Lehr, S.: “Teaching for Global Literacy in Higher Schuerholz-Lehr, S.: “Teaching for Global Literacy in Higher Education: How Prepared Are the Educators?”, Journal of Studies Education: How Prepared Are the Educators?”, Journal of Studies in International Education, Vol. 11, Number 2, Summer 2007, pp in International Education, Vol. 11, Number 2, Summer 2007, pp 180-204180-204

Dolby, N.: “Reflections on Nation: American Undegraduates and Dolby, N.: “Reflections on Nation: American Undegraduates and Education Abroad”, Journal of Studies in International Education, Education Abroad”, Journal of Studies in International Education, Vol. 11, Number 2, Summer 2007, pp141-156Vol. 11, Number 2, Summer 2007, pp141-156