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International and Exchange ProgramsUniversity of Hawai‘i at Mānoa: 

International and Exchange Programs University of Hawai‘i at Mānoa

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Mission Administration Value Current Progress Highlights Challenges Goals International Education at UH Mānoa

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Mission

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“The University of Hawai‘i at Mānoa is a globally-connected Hawaiian place of learning unlike any in the world. Ours is an academy of tremendous diversity, open to world cultures and scientific advancement. We occupy a prestigious place among the international community of research universities. Mānoa is a place of inspiration, where artists, athletes, scientists and scholars gather and interact with intensity. “…. Together, we will become a model of innovation for the world to emulate, and for the people of Hawai‘i to revere.” UH Mānoa Strategic Plan, 2002-2010 Mission: Strategic Plan

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The Strategic Plan charges us to “vigorously recruit students from Asia and the Pacific and foster regional alumni relations,” and to “expand leadership in international affairs, emphasizing Hawai‘i, Asia, and the Pacific.” UH Mānoa Strategic Plan, 2002-2010

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“Nearly all of the units at Mānoa have developed strengths in Hawaiian, Asian, and Pacific studies, which has created an international reputation for the university.” Strengths and Challenges WASC Institutional Proposal, 2006 Mission: WASC Proposal

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“…the realities of recent administrative reorganization, substantial enrollment growth, and simultaneous budget cuts have challenged the campus to maintain a focus on this [Strategic] plan. Indicators of where we stand include…a continued lack of awareness among all campus stakeholders regarding Mānoa’s local, national and international identity.” Theme 1 – Building a Mānoa Community in Support of Student Success WASC Institutional Proposal, 2006

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“A focus on global awareness and local responsibility. “…. The pluricultural children of Hawai‘i are global citizens, a true pan-ethnic population. Hence our pedagogical, social, and cultural environments should be infused with a global perspective, and with questions and issues of global significance. Moreover, engaging and acting upon local questions and issues during their educational experience at Mānoa engenders in students a sense of responsibility toward future generations.” Values and Responsibilities WASC Institutional Proposal, 2006

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“Essential to the undergraduate Mānoa Experience is the acquisition of knowledge and ability. A Mānoa undergraduate should, by the time of graduation, have acquired a set of overarching (or “core”) competencies.” “Global and multicultural perspectives” became the first hallmark of these competencies in the General Education Review by the Mānoa faculty. Competencies and Skills WASC Institutional Proposal, 2006

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Administration

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Support for international education at UHM had always been decentralized. The Office of International Programs and Services (OIPS) was organized in the late 1980s and operated under the Dean of the School Hawaiian, Asian and Pacific Studies (SHAPS), advised by the Council for International Studies and Programs. OIPS had no administrative links to the Office of International Student Services (ISS, formerly International Students Office, ISO) nor to the Study Abroad Center (SAC). In 1994, OIPS was reconstituted as the System-wide Office of International Affairs (OIA) with responsibilities for student recruitment, exchange agreements, and visa support under the Sr. Vice President for International Affairs, advised by the President’s Committee on International Programs. UHM Report on “Best Practices in International Education,” 2003 Administration: Organizational History

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The System administrative re-organization of 2002 made OIA the Office of International Education (OIE), under the Vice President for International Education. OIE was moved under the VP for Academic Planning and Policy after the Office of the VP for International Education was dissolved. In 2003, a “Liaison for International Affairs” was appointed to be the Chancellor’s representative and advisor on the coordination of international education, programs, services and policies for the campus. The Dean of SHAPS served in dual capacity as Dean and Liaison. UHM Report on “Best Practices in International Education,” 2003

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The previously organized Mānoa International Education Committee became a Chancellor advisory group that worked closely with the appointed Liaison on advancing international initiatives for the campus. An International Exchange Coordinator was hired for UHM in fall 2004 in order to transfer all Mānoa exchange agreements from the UH System OIE to Mānoa control. The BOR-approved Chancellor’s Office reorganization in 2005 formerly established Mānoa’s own international office, the “Office of International and Exchange Programs” (OIEP), headed by an Assistant Vice Chancellor reporting to the Vice Chancellor for Academic Affairs. OIEP brought together the Office of International Student Services (ISS), the Study Abroad Center (SAC), International Exchange, and National Student Exchange.

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By summer 2005, all Mānoa exchange agreements, formerly overseen by the UH System OIE Exchange Coordinator, were brought under the supervision of UHM’s own Exchange Coordinator. In February 2006, a 2-person consultant team was hired to review UHM’s international programs and services. By fall 2006, UHM officially appointed its Interim Assistant Vice Chancellor for International and Exchange Programs in place of the Liaison for International Affairs. It remained, however, the dual role of the Dean of SHAPS. Faculty and Scholar Immigration Services, once housed at OIE, will become a part of Mānoa’s OIEP, but still provide System-wide services, further expanding UHM’s international office.

Office of International and Exchange ProgramsUniversity of Hawai‘i at Mānoa: 

Office of International and Exchange Programs University of Hawai‘i at Mānoa Study Abroad Center International Student Services Faculty and Scholar Immigration Services International Exchange National Student Exchange Assistant Vice Chancellor Hawai‘i

Organization Chart: 

Organization Chart Office of the Vice Chancellor for Academic Affairs Office of International and Exchange Programs Assistant Vice Chancellor Faculty and Scholar Immigration Services Study Abroad Center International Student Services Exchanges International National Chancellor

Assistant Vice Chancellor for International and Exchange Programs: 

Assistant Vice Chancellor for International and Exchange Programs The Assistant Vice Chancellor is the university's chief international education officer and the principal advisor to the Chancellor and Vice Chancellor on all matters pertaining to international education as they relate to the university. This office advocates, supports and facilitates the functions of international education, and promotes international opportunities and activities both on campus and overseas. In consultation with the Mānoa International Education Committee, administrators and the campus community, this office provides the international vision for the university, guides relevant policies, and expands the university’s international presence and reputation by networking with communities at home and around the world. Ned Shultz, Interim Assistant Vice Chancellor

International Student Services: 

International Student Services International Student Services (ISS) provides assistance to approximately 1,800 international students who come from more than 90 countries to study at UH Mānoa. The ISS advises students on regulations affecting their non-immigrant visa status in the U.S., provides opportunities to help students adjust to the local and U.S. cultures by working closely with the International Student Association, and serves as the office responsible for meeting international student federal compliance mandates. Linda Duckworth, Director

Faculty and Scholar Immigration Services: 

Faculty and Scholar Immigration Services The Office of Faculty and Scholar Immigration Services (FSIS) provides UH System-wide immigration and support services for international employees and administers the Exchange Visitor Program for all J-1 categories, except for UH Mānoa students. FSIS serves as a central resource for advising, assisting, and disseminating immigration information to international employees and scholars. It maintains a central immigration database of UH-sponsored international faculty, researchers, professional/technical staff, and scholars, from which it generates internal and external reports. FSIS reviews and updates UH immigration policies and procedures and serves as a liaison between UH and federal agencies on immigration matters. Linda Hamada, Coordinator

Study Abroad Center: 

Study Abroad Center The Study Abroad Center (SAC) collaborates with various UH Mānoa academic departments to provide opportunities for students to study, and faculty members to teach and conduct research, in another country. SAC programs are offered for a summer term, a semester, or an academic year. Students earn UHM credits for course work completed abroad, which may be used to fulfill certain education requirements, and which will appear on transcripts as UHM courses. Faculty members have opportunities to develop courses and publications based on their overseas experiences, and those who lead study abroad programs have a wide range of responsibilities in their capacity as “in-country” resident directors. Sarita Rai, Director

International Exchange: 

International Exchange International Exchange provides an opportunity for UHM students to study overseas and students from our overseas partner universities to study at Mānoa. An international exchange may be for one or two semesters; some summer exchange programs are also available. Participating students are registered as full-time UHM students while on exchange, and pay only their normal tuition. Upon completing the exchange, students receive transfer credit based on an evaluation of the transcript provided by the host university. Darrell Kicker, Coordinator

National Student Exchange: 

National Student Exchange The National Student Exchange provides full-time undergraduates with the opportunity to study for a semester or a year at one of 190 colleges and universities located throughout the Continental U.S., Canada, Puerto Rico, Guam, and the Virgin Islands. Tuition costs for exchange students are reasonable since participants pay either UH Mānoa tuition or resident tuition at the host school. Room, board, and transportation costs are additional. For those who meet the eligibility requirements (including a minimum cumulative GPA of 2.5), exchange is an excellent way to explore different academic, social, and cultural settings. Sandy Davis, Coordinator

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Value

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Global demand for higher education is forecast to increase from 97 million in 2000 to 263 million in 2025. “Tapping the Global Student Market” JoAnn McCarthy, Assistant Provost for International Education University of Pennsylvania Value: Current Trends Higher education capacity is not sufficient in those regions that will experience the most substantial population growth over the next 20 years.

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“Tapping the Global Student Market” JoAnn McCarthy, Assistant Provost for International Education University of Pennsylvania Demand will be fueled by countries with rapidly expanding populations and economies such as China and India. China and India will account for more than half of the global demand for international higher education by 2025. Concurrently, Japan, Russia and many Western European countries will see a decline in domestic demand for higher education.

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Growing regionalism is causing many students to travel to countries within their region to attain higher education. Alternative delivery systems and evolving technology is innovating the way higher education is being provided across borders. “Tapping the Global Student Market” JoAnn McCarthy, Assistant Provost for International Education University of Pennsylvania

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“Tapping the Global Student Market” JoAnn McCarthy, Assistant Provost for International Education University of Pennsylvania The market is becoming increasingly competitive with some national governments aggressively supporting higher education. Accreditation is going global. Consumers are becoming more informed and value-conscious. “Brand names” are not the only viable options anymore. Students may be looking for economic alternatives.

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“Foreign graduate students, particularly those who study science or engineering, are a boon to the American economy and education system. They are critical to the United States’ technological leadership in the world economy…for every 100 international students who receive science or engineering PhD’s from American universities, the nation gains 62 future patent applications…. About one-third of America’s engineering professors are foreign-born.” New York Times, 2005 Value: The Economy

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The US Department of Commerce rates American higher education as the country’s fifth largest export. Foreign students and their dependents contributed approximately $13.49 billion to the US economy during the 2005-2006 AY. For Hawai‘i, the net contribution to the State economy was $108.4 million. Office of Service Industries, US Department of Commerce Economic Impact Statement for Hawai‘i, 2006 NAFSA: Association of International Educators

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Net contribution from UHM international students and their dependents was an estimated $26.17 million. Gross contribution was $50.3 million: highest in the state. US support for foreign students through UHM was 46% of gross: highest in the state. NOTE: The above figures do not include foreign visiting scholars, foreign faculty/staff, exchange students, and international visitors participating in short-term non-credit programs. Office of Service Industries, US Department of Commerce Economic Impact Statement for Hawai‘i, 2006 NAFSA: Association of International Educators

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UHM Research funding for FY 2005 brought in $7.1 million from non-US sources. US Agency for International Development (USAID) provided an additional $2.8 million in funding for UHM projects. Federal grants for scholarships, faculty and curriculum development in Asian and Pacific Studies bring in more money to the State of Hawai‘i. For example, Title VI National Resource Centers bring in nearly $6 million over a four year cycle. UHM Office of Research Relations

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The excellence of UHM programs bring in many private sources of funding, such as the $1 million from The Korea Foundation to the Center for Korean studies; the $1 million from the Urasenke Foundation to the Center for Japanese Studies; the Freeman Foundation fully-funded 2006 summer study tour tracing the route of King Kalākaua’s journey throughout Asia; and many other private donations…

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Of the over 1000 Americans surveyed, 90% of Americans believe it is important to ensure that future generations have the skills and knowledge needed for a more interconnected world. 92% agree that knowledge of foreign languages enhances job competitiveness for future generations. NAFSA: Association of International Educators Survey, 2005 77% value educational experiences abroad. 86% value the opportunity for their children to attend colleges where they will interact with students from across the globe. 94% understands that part of preparing for a more global society is learning about cultures from around the world. Value: Careers/Workforce

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“…more governments see the rapid expansion of higher education as a key element in their transition from developing to developed countries.” “…our nation’s future hinges significantly on the international competence of our citizens and that, in this day and age, to be fully educated is to be educated internationally.” “The challenges of the new millennium are unquestionably global in nature. This reality imposes a new and urgent demand on Americans, one this country has been all too quick to ignore: international knowledge and skills are imperative for the future security and competitiveness of the United States.” Change Magazine, 2006, Carnegie Foundation for the Advancement of Teaching Richard Riley, former US Secretary of Education, 2003 “Securing America’s Future: Global Education for a Global Age,” Report of the NAFSA Strategic Task Force on Education Abroad, 2003

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“International polls document a plunge in US prestige abroad.” “International students bring a huge and valuable dimension to America.” Bringing international students and scholars to the United States “promotes US foreign policy and international leadership…. [They] enrich their institutions and enable American students to have contact with other cultures and ways fo thinking.” Value: Cultural Understanding USA Today, 2005 Allan Goodman, President, IIE, 2006 NAFSA Report on “Restoring US Competitiveness,” 2006

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“Clearly, we need to use education to advance tolerance and understanding. Perhaps more than ever, international understanding is essential to world peace -- understanding between faiths, between nations, between cultures. “…. Globalization, migration, economic integration, communication and travel are bringing different races, cultures and ethnicities into ever closer contact with each other. More than ever before, people understand that they are being shaped by many cultures and influences, and that combining the familiar with the foreign can be a source of powerful knowledge and insight. “…. We must work to prevent intolerance from taking hold in the next generation. We must build on the open-mindedness of young people, and ensure that their minds remain open.” Remarks upon receiving Stephen P. Duggan Award for international understanding from the Institute for International Education, 2001 Kofi Annan, Secretary-General of the United Nations

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Current Progress

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International Students (degree program): 1,753 International Students (practical training): 208 International Exchange Students: 81 National Exchange Students: 221 Short-Term Programs Intensive English/Other (Outreach): 1,301 / 3,157 Visiting Scholars (J-1 Visa): 317 International Faculty and Staff (H-1, O-1, TN Visas): 208 Fulbright Students: 10 Fulbright Scholars: 10 Figures represent AY 05-06 Current Progress: Incoming

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Incoming figures do not include: Short-term programs such as the SHAPS Short-Term Program, which was originally geared toward mainland college students, but recently has expanded to recruit student groups from Asia; JABSOM’s Program for Medical Education in East Asia, which hosts year-round workshops and seminars for groups from the Asia-Pacific region, as well as providing such training overseas; The Hawai‘i English Language Program (HELP), which runs year-round and brings in 80-100 students per session (6 sessions) from around the world; and other similar programs.

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Countries (96) of International Students Oceania Australia Cook Islands Fiji French Polynesia Kiribati New Caledonia New Zealand Papua New Guinea Samoa (Western) Solomon Islands Tonga Vanuatu Europe Azerbaijan Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Finland France Germany Hungary Ireland Italy Netherlands Norway Poland Portugal Romania Russia Federation Slovakia Spain Sweden Switzerland United Kingdom Yugoslavia Americas Argentina Bolivia Brazil Canada Chile Colombia Costa Rica Mexico Panama Peru Venezuela Virgin Islands Africa Benin Cameroon Cape Verde Egypt Estonia Ghana Kenya Mali Morocco Nigeria Senegal South Africa Tanzania Zambia Zimbabwe Middle East Iran Iraq Israel Pakistan Saudi Arabia Figure represents AY 05-06 Asia Bangladesh Bhutan Cambodia China East Timor Hong Kong India Indonesia Japan Korea Kyrgyzstan Laos Macau Malaysia Maldives Mongolia Myanmar Nepal Philippines Singapore Sri Lanka Taiwan Thailand Turkey Uzbekistan Vietnam

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Countries (44) of Visiting Scholars (J-1 Visa) Oceania Australia New Zealand Americas Brazil Canada Costa Rica Ecuador Guatemala Mexico Venezuela Asia Hong Kong India Japan Korea Pakistan Philippines Singapore Sri Lanka Taiwan Thailand Vietnam Africa Kenya Middle East Israel Lebanon Turkey Figure represents AY 05-06 Europe Austria Belarus Belgium Bulgaria Czech Republic Denmark Finland France Germany Hungary Italy Netherlands Norway Poland Portugal Spain Sweden Switzerland United Kingdom

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Countries (41) of International Faculty/Staff (H-1, O-1, TN Visas) Oceania Australia New Zealand Western Samoa Americas Argentina Brazil Canada Colombia Asia China Hong Kong India Indonesia Japan Korea Malaysia Mongolia Nepal Philippines Taiwan Thailand Africa Benin Morocco Zimbabwe Middle East Iran Turkey Figure represents AY 05-06 Europe Austria Belgium Bulgaria Denmark Finland France Germany Hungary Iceland Italy Norway Portugal Russia Sweden Ukraine United Kingdom Yugoslavia

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Study Abroad Sites (18) Germany (1) Denmark (1) France (3) Spain (1) Italy (1) London (1) China (1) Japan (2) Argentina (2) Chile (1) French Polynesia (3) Australia (1) Figure represents AY 05-06 anddoes not included self-designed programs and internships

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Hong Kong (3) Japan (21) Korea (10) Taiwan (2) International Exchange Sites (57) Singapore (1) Thailand (4) Denmark (2) France (1) Germany (1) The Netherlands (1) Norway (1) Sweden (1) UK (1) Australia (4) French Polynesia (1) New Zealand (3) Figure represents AY 05-06

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Alabama (4) Alaska (3) Arizona (2) Arkansas (1) California (13) Colorado (5) Connecticut (2) DC (1) Florida (4) Georgia (2) Idaho (3) Illinois (3) Rhode Island (2) South Carolina (4) South Dakota (3) Tennessee (6) Texas (6) Utah (4) Vermont (1) Washington (4) West Virginia (3) Wisconsin (7) Wyoming (1) Alberta (1) British Columbia (2) Newfoundland and Labrador (1) Nova Scotia (1) Quebec (2) Saskatchewan (2) Guam (1) Puerto Rico (7) US Virgin Islands (2) Indiana (3) Iowa (2) Kansas (3) Kentucky (4) Louisiana (5) Maine (3) Maryland (3) Massachusetts (6) Michigan (2) Minnesota (4) Mississippi (2) Missouri (2) National Student Exchange Sites (186) Montana (2) Nebraska (1) Nevada (2) New Hampshire (3) New Jersey (4) New Mexico (4) New York (8) North Carolina (4) Ohio (3) Oklahoma (2) Oregon (6) Pennsylvania (5) Figure represents AY 05-06

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Total Overseas Study Opportunities Study Abroad International Exchange National Exchange

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Students Studying Abroad (UG): 417 International Exchange Students: 66 National Exchange Students: 77 Fulbright Students: 2 Fulbright Scholars: 4 Faculty on Research/Travel Overseas: Unknown Figures represent AY 05-06 Current Progress: Outgoing

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Outgoing figures do not include: UHM students on non-UHM study abroad programs, like LLEA’s program to send students to Europe through the Leeward CC study abroad program; department programs like Architecture’s 2-week study trips to Singapore; PAMI’s Asia Field Study tour each summer through College of Business; Center for Korean Studies’ summer Korean language program at Hallym University in Korea; special programs like the Asian Studies King Kalākaua 2006 summer study tour throughout Asia, sponsored by the Freeman Foundation; JABSOMS’ overseas student “rotations” and College of Business’ international internships; and many more…

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From 2001 to 2005, Study Abroad has had a 44% increase in student participation. From 2001 to 2006, UHM has experienced a 20.9% increase in international student enrollment. From 2000 to 2005, the number of international faculty, researchers, staff, and scholars sponsored by UHM has increased by 28%.  While the number of J-1 exchange visitor scholars has remained steady at an average of 300 per year, the number of international employees more than doubled from 90 to 208. 

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Highlights

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UHM is the “university of the future” with its diverse local and student populations. It is strategically located to take advantage of global demographic and technological shifts. It has strong programs (business, management, sciences) that are popular with international student populations, and that are well-suited for training students in careers in a global economy. It’s relatively low price tag makes it incredibly affordable and competitive. But can we compete?

…YES!: 

…YES! Just see what we have…

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UHM regularly teaches more Asia-Pacific languages than any higher education institution in the nation.

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The Shidler College of Business’ graduate program in international business was ranked in the top 25 in the nation by US News and World Report.

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The Shidler College of Business’ undergraduate program in international business was ranked in the top 15 in the nation by US News and World Report.

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The Asian Theatre Program is the largest of its kind in the world, and offers the greatest number of Asian theatre courses in the nation.

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Many UHM international alumni have become prominent leaders in their respective countries; in areas such as business, education and government.

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The Korean Flagship Program is 1 of only 2 in the nation.

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The National Foreign Language Research Center is 1 of only 12 in the nation.

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The Confucius Institute is 1 of only 11 in the nation.

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The Center for International Business and Education Research is 1 of only 31 in the nation.

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The National Resource Center for East Asia is 1 of only 18 in the nation.

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The National Resource Center for Southeast Asia is 1 of only 7 in the nation.

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The National Resource Center for Pacific Islands is the only one in the nation.

But are we doing enough?: 

But are we doing enough?

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Challenges

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International Identity (branding, marketing, recruiting) Housing for international students and scholars International enrollment management Student awareness of and participation in overseas study Internationalizing the curriculum Financial aid for overseas study and international students Organizing our alumni and other networks overseas Challenges: Major Obstacles to Consider

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Goals?

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What does “international” or “international education” mean to Mānoa? Do we need a strategic plan for international education? What are we selling as an “international” university? How do we get more students to go abroad? How do we measure our internationalization progress? How do we build on alumni and contacts overseas? How can we be known as a top 10 international campus? Goals: Some Questions to Consider

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End Presentation Office of International and Exchange Programs University of Hawai‘i at Mānoa 2006 Rev. 11.30.06

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On the web at: manoa.hawaii.edu/international