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The Challenge of Internationalizing FCS Faculty Activity
Abstract
This study explores the challenges family and consumer sciences (FCS) faculty face as they
internationalize their teaching, research, and service. Challenges to internationalized activity
as perceived by FCS faculty include institutional, resource, and personal barriers. Although
institutional and resource barriers are considered more challenging by FCS faculty, analysis
shows that personal barriers such as lack of personal engagement with international issues
are most related to decreased international activity.(Contains 5 tables.)
... A number of studies address the external and/or institutional variables that often influence the ability to internationalize a college or university (Hustvedt & Dickson 2011;NAFSA, 2012;O'Connor, 2009;Olson & Kroeger, 2001;Ray & Solem, 2009). Most of these studies cover the four-year university environment. ...
... Intrinsic/Internal variables such as competencies, capacity, background, experience, attitudes, personality, and values/beliefs may all influence faculty engagement in this topic (Heely, 2005;Hustvedt & Dickson, 2011;NAFSA, 2012;O'Connor, 2009;Olson & Kroeger, 2001). Extrinsic/External variables, such as the Five I's (intentionality, investment, infrastructure, institutional networks, and individual support) also play an important role in engaging the faculty toward internationalizing their practice (Childress, 2010). ...
University-wide courses increase visibility and credibility of family and consumer sciences programs and provide students with a valuable cross-cultural experience. A sophomore required course facilitates cross-cultural understanding regarding diversity and human appearance. One course project includes four interviews with a partner from a different culture, written reports following each interview, and a summary paper. Partners discover they share more similarities than differences. (Contains 1 table and 4 footnotes.)
Given the international nature of the textile, apparel, and retail industries, success for some companies, at least in part, may depend upon hiring "people whose minds are open to the world" (Goodman, 2005). Study abroad is one way of developing students' world perspectives and cultural understanding. An interdisciplinary approach to study abroad engages students in cultural immersion and experiential learning as they expand their critical thinking, interpersonal skills, and diverse perspectives. (Contains 1 figure.)
Describes how the body of knowledge for family and consumer sciences has evolved over the years; outlines external influences and trends affecting the field. Presents a dialogue of elected leaders discussing the body of knowledge for the future. (JOW)
Gives data on the racial, ethnic, and gender composition of family and consumer sciences and extension faculty and students. Provides a content analysis of diversity in family and consumer sciences research. Makes recommendations for professional associations and higher education programs. (SK)
Family and consumer sciences seniors (n=131) completed questionnaires and attended focus groups. Textiles/clothing and family and consumer sciences education students were most positive about international course content. A majority believed intercultural understanding was important to their careers. (Contains 33 references.) (SK)
Little is known about home economists’ perceptions of international development (ID). This paper offers some insights about this issue gained from an interpretative, thematic analysis of a very small sample of participants who attended the 1996 International Federation of Home Economics Congress. The analysis suggests inconsistencies in how home economists understand ID and what is seen to constitute ID activities, a lack of consensus about the meaning of development work, a lack of certainty about the difference between criticism and critique and concern for the imposition of western ideology on southern countries. Seven themes for future research are offered to help gain a better understanding of how home economists perceive ID including: (1) the role of participatory action research, critical theory, science and critical reflective practice in ID; (2) meanings attached to the concepts of international, development and economic growth; (3) the necessity of positioning an ID philosophy in practice, curricula, research and policy; and (4) perceptions of what constitutes development activities at home and abroad.
The challenge of interviewing families in a different cultural setting is complicated. The researcher not only needs to be aware of but must plan for these particular challenges to approach a successful study. Being aware of the obstacles that might be associated with an international study can serve to prepare the researcher in advance, thus alleviating some unnecessary delay in the field. This examination focuses on the issues that surround gaining familiarity with the sociocultural context, gaining access to the desired subjects, establishing collaborative relationships with local scholars, and securing appropriate translators who not only interpret words but might also serve to convey meanings.
One hundred and seventeen home economics institutions in the United States, including Puerto Rico, were surveyed to identify how international perspectives are incorporated into coursework, curricula, and research. Four units reported either an international major, minor, or emphasis area within home economics; three units reported required or elective home economics courses for institu tional international programs of study. About one-fifth of the respondents planned student experiences in international settings and placed students in international positions after graduation. In contrast, almost half are involved in grantsmanship, research activities and curricular planning on an international scope. Contributions cited were training students from other countries and as sisting individuals and families to improve their quality of life throughout the world, especially women. Future directions recommended by respondents were building a research base for international program development and researching issues impacting quality of life. Since survey replies indicated that faculty involve ment in international programs appears to be based on interest, and activity ap pears to be limited in course and curriculum planning, many questions can be raised in home economics about present educational programs in home eco nomics and relevancy to intercultural-international programs and research.
Electronic mail (e-mail) has been used to distribute surveys and collect data from online users for almost fifteen years. However, some have suggested that the use of e-mail is becoming obsolete. This study analyzes response rates to e-mail surveys undertaken since 1986 and examines five influences to response rates: the year the study was undertaken, the number of questions in the survey, the number of pre-notification contacts, the number of follow-up contacts and survey topic salience. Response rates to e-mail surveys have significantly decreased since 1986. Correlation and regression analyses suggest that year that the survey was undertaken and number of follow-up contacts had the most influence on response rates. A discussion of other influences and future research into this area is provided.
Apparel graduate course focuses on global economy
- M M Warnock
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National Association of State Universities and Land-Grant Colleges [NASULGC], & Standing Committee on International Exchange and Matriculation
- R Alsup
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Alsup, R., Egginton, E., National Association of State Universities and Land-Grant Colleges [NASULGC], & Standing Committee on International Exchange and
Matriculation. (2002). Major obstacles and best practices
in international educational exchanges. Washington, DC:
NASULGC.