BC Global

BC GLOBAL Boston College Global Engagement Committee Report

in october 2017, fr. leahy, president of boston college, charged the global engagement committee (gec) to “explore opportunities, challenges, and resources needed for enhanced global engagement, and in light of these findings, to propose recommendations about goals and strategies.”

This document is the result of an extensive process meant to strengthen global engagement at Boston College.

In 2016, the cross-sectional unit “Global connections, aspirations, opportunities” submitted a report for a more globally engaged Boston College to the Executive Committee of the University Strategic Planning Initiative (USPI).

In June 2017, the Board of Trustees endorsed the four directions of the university’s new strategic plan: “Ever To Excel: Advancing Boston College’s Mission.” The fourth direction sets the goal to increase the university’s presence and impact across the world.

BC GLOBAL GEC REPORT 1

GLOBAL ENGAGEMENT COMMITTEE Rui Albuquerque

Finance

Ethan Baxter

Earth and Environmental Sciences

Hélène Bernot Ullerö

Office of Vice Provost for Research

Edward Choi

Graduate student representative

Donna Cullinan

Community Health

Jennifer Erickson

Co-chair, Political Science, International Studies Program

Alberto Godenzi

Co-chair, Global Engagement Initiative

Claudia Pouravelis

Woods College of Advancing Studies

Nick Gozik

Office of International Programs

Sr. Margaret Guider, OSF

Systematics

Régine Jean-Charles

Romance Languages, African and African Diaspora Studies

Dotty Jones

Adult Health

Denice Koljonen

Institutional Research, Planning & Assessment

Kimberly Kowal

BC Libraries

Praveen Kumar

Global Practice

Patricia Lowe

Office for Institutional Diversity

Rafael Luciani

Systematics

Lucia Madero Murillo

Undergraduate student representative

Judy McMorrow

Legal Ethics

Adrienne Nussbaum

Office of International Students and Scholars

Erik Owens

Theology, International Studies Program

As internal and external forces constantly

Mike Pimental

Institutional Research, Planning & Assessment

change higher education’s landscape, this doc-

Dan Ponsetto

Mission and Ministry

ument has to be a work in progress. What will

Ginger Saariaho

Advancement

remain steady is the commitment of Boston

Dennis Shirley

Teacher Education

College to increase its presence and impact

Ethan Sullivan

CSOM Undergraduate Curriculum

across the world in accordance with its Jesuit,

Hans de Wit

Educational Leadership & Higher Education

Catholic mission.

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We would like to thank the hundreds of faculty, students, staff, alumni, and friends of Boston College who – during the past 12 months – met with us. Their insights, experiences, feedback, and hopes for a more globally engaged Boston College have been inspiring and rewarding.

Contents I

INTRODUCTION: THE CASE FOR BC GLOBAL

II

PRINCIPLES AND DIMENSIONS OF GLOBAL ENGAGEMENT

III

BOSTON COLLEGE’S CURRENT ENGAGEMENT WITH THE WORLD

Boston College “commits itself in the

IV

GOALS, STRATEGIES, AND INITIATIVES FOR THE FUTURE

V

DRIVING GLOBAL ENGAGEMENT

VI

CONCLUSION, BOSTON COLLEGE 2028

VII

APPENDICES

coming years to … increased outreach to international students, recruitment of faculty with international backgrounds, and the development of programs that promote global cooperation.”

– Boston College 2017 Strategic Plan

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▲ The Committee met several times with Fr. Leahy and Provost Quigley to receive their guidance and feedback and to ensure that their work was aligned with the university’s larger strategic planning effort. GEC also held two town hall meetings for the BC community in which they presented and discussed their findings and aspirations with faculty, staff, students, and alumni.

To benefit from an external perspective on global engagement, Boston College hired Robin Helms as a consultant.

Dr. Helms (BC ’05) is the director of the American Council on Education’s Center for Internationalization and Global Engagement. Dr. Helms is an internationally renowned expert on global higher education issues and has provided guidance to the internationalization efforts of a wide range of U.S. universities.

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To meet their goal within a 12-month period, GEC launched A FOUR-STEP PROCESS:

1.

Baseline research: Interviews with over 250 members of the BC community

2.

Peer analysis: Review of 22 nationally ranked U.S. universities

3.

Global trend analysis, higher education and beyond

4.

Imagining strategies and initiatives to further global engagement

i. The Case for bc global “What does the world need me to be?” is the final of Fr. Michael Himes “Three Key Questions.” While aimed at helping students with vocational discernment, it also provides a heuristic framework for organizational behavior: What does the world need Boston College to be?

The answer to this question may be found in Fr. Adolfo Nicolás’ remarks at the 2010 conference on the “Challenges to Jesuit Higher Education Today.”

The former Superior General of the Society of Jesus emphasized three main challenges: Promoting depth of thought and imagination; Re-discovering and implementing universality; and Commitment to learned ministry.

While the first two challenges to some extent apply to the majority of institutions of higher education, the third one is unique and essential for faith-based universities as it combines the value of research (human reasoning) with ministry or apostolate, “in the service of the faith.” Fr. Nicolás points to the epitome of a globally engaged Jesuit, Fr. Matteo

Ricci (1552-1610), whose remarkable achievements were based on the integration of Gospel and culture.

Boston College is well positioned to follow in the footsteps of Fr. Ricci. By intentionally applying its motto “Ever to Excel” to the global arena, it will be able to leverage its commitment to the highest standards of research, scholarship, teaching, and service, to individuals and communities from across the world.

The faculty, students, staff, alumni, and friends who were interviewed for the purpose of this document during the past academic year strongly agreed with the view that a strategic global engagement would be of great benefit to all members of the Boston College community and would be crucial for addressing and solving complex global issues.

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we’ll realize our aspirations if we leverage our resources, build a global brand based on our strengths, and respond to global trends.

The interviewees’ consistent call for an expanded global engagement complements Boston College’s 2017 strategic plan which “commits itself in the coming years to increasing its presence and impact through creative partnerships on the local and national levels, increased outreach to international students, recruitment of faculty with international backgrounds, and the development of programs that promote global cooperation.” (Strategic Direction IV) The assessment of past and current global engagement efforts at Boston College (see chapter III) provides ample evidence that a variety of academic and operational units, faculty, and staff have been performing at a high level over a number of years. It seems therefore fair to say that when we deliberately engage in global work, we excel,

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thereby responding with a sound yes to Fr. Himes second question: What I am good at? or in organizational terms: What is Boston College good at?

The same can be said about Fr. Himes’ first question: Will it bring joy? When discussing international activities with faculty, students, staff, alumni, and friends, an overwhelming sense of gratification was tangible. Fathers Ricci, Xavier, Arrupe, and other globally engaged Jesuit leaders spoke of the deep fulfillment global work provides.

They were also sure to mention that it will require steadfast commitment and hard work, conditions Boston College has consistently demonstrated in its rise to the top.

ACCORDING TO THE INTERVIEWEES, a vision for a more globally engaged Boston College:

IS CONSISTENT with the Jesuit, Catholic heritage

POSITIVELY affects the international ranking and

and mission.

global reputation.

RESPONDS to demographic changes in the

HELPS attract people, build partnerships,

United States and the strong presence of Catholics in Latin America and sub-Saharan Africa.

ADDRESSES the challenge of declining numbers

ALIGNS with trends in higher education, par-

ticularly the prevalence of internationalization strategies across universities.

and secure resources. of domestic high school graduates by ensuring a steadfast influx of high achieving international applicants.

DIVERSIFIES our student body.

ENHANCES teaching, scholarship, research,

service, and formation.

LEVERAGES the global networks of domestic

and international alumni and friends.

PREPARES students for understanding and

FUNCTIONS as a connector and multiplier for

interacting with a complex world, and increases their employability.

BC’s four strategic directions as well as its local-national-global approach.

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ii. principles and dimensions of Global Engagement

humility, awareness,

Fr. Matteo Ricci’s missionary work in China was impactful because he followed

and competence

St. Ignatius’ instructions to “Make yourselves loved by your humility and charity,

are preconditions for

becoming all things to all men. Show that you conform, as far as the Institute of

global engagement.

the Society permits, to the customs of the people there.” 1 Fr. Ricci became one of the first Western scholars to master Chinese in word and script. Moreover, he was able to quote freely from the Four Books attributed to Confucius.

Humility and competence are cornerstones of global engagement. When we encounter and interact with other cultures and communities from across the globe, an open mind and heart are essential components of positive collaborations.

Moreover, cultural awareness, sensitivity, and context-specific knowledge, including the mastery of local languages, allow us to read global situations more accurately in order to better understand our potential and our limitations. As pilgrims in the Ignatian tradition, we see ourselves in a constant learning process with the goal of contributing to solutions to complex issues that benefit all stakeholders equally. This underlines the core global engagement principles of reciprocity (mutuality) and solidarity. Finally, we engage in innovative and creative activities that are sustainable and above all, do no harm.

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Yves Camus, SJ: Matteo Ricci’s legacy: A loving patience. Thinking Faith, May 11th, 2010.

THE SEVEN DIMENSIONS of internationalization that will be used are as follows:

The Center for Internationalization and Global Engagement (CIGE) of the American Council on Education (ACE) promotes “a strategic, coordinated process that seeks to align and integrate policies, programs, and initiatives to position colleges and universities as more globally oriented and internationally connected institutions.� CIGE proposed a model that consists of six interconnected target areas. We applied a slightly revised and expanded version of the model to this report.

1.

2.

3.

4.

5.

6.

7.

Articulation of a global engagement strategy Driving global engagement Global partnerships Internationalizing learning Faculty global engagement Student Mobility Global engagement in a Jesuit, Catholic university

Due to the interconnectedness and interdependence of the dimensions, the strongest return on investment will be reached when Boston College simultaneously increases its commitment to each area of internationalization.

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iii. bc’s current engagement with the world

On an individual and academic unit level, the Boston College community has been inspired by the global vision and commitment of Jesuit education.

Faculty, students, staff, and alumni have been active across the world, forming partnerships, internationalizing courses, teaching abroad, offering service and volunteer opportunities, leading and participating in research projects, establishing mobility programs and internships, attracting international students and faculty, and ensuring that students and graduates are prepared to tackle complex issues and carve out meaningful careers in a global economy.

The results of our baseline research reveal an impressive breadth and depth of activities across academic and operational units. The core findings are summarized along the seven dimensions of Boston College’s internationalization strategy.

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1.

Articulation of a global engagement strategy

The articulation of a global engagement strategy (CIGE calls it the “articulated institutional commitment”) is a key step toward meeting Boston College’s goal to increase its presence and impact across the globe. The university’s strategic plans of 2006 and 2017 referenced the importance of intellectual and cultural crossroads as well as international collaborations. An explicit statement about the institutional commitment, particularly about the direction and priorities of BC Global, will highlight the heritage and mission of the university, and build on successful global activities and strengths of its stakeholders. Several schools and departments are in the process of completing unit-specific global plans that will complement the university’s international vision and priorities. The interviewed stakeholders recommend

CURRENT ENGAGEMENT

to develop a strategy that will send a clear signal to the BC community and our partners worldwide that (a) BC is committed to comprehensive internationalization, and (b) states why, where, what, and how the university will globally engage, consistent with our mission, priorities, and strengths.

BOTTOM LINE: No

institutional global engagement strategy yet

2. Driving global engagement The successful development, implementation, and impact of internationalization strategies will be contingent on effective and efficient structures charged with driving global engagement. Though there are currently no drivers at the top and the overall internationalization undertaking is fragmented, there are pockets of such structures in place. The Office of International Programs (OIP) oversees and coordinates education abroad activities and exchange students from abroad.

Admission Offices across the university are responsible for admitting all

other foreign students. The Office of International Students and Scholars (OISS) is charged with facilitating the transition (including immigration and orientation) and – to some extent – integration of all students and scholars from across the world. Several academic or operational units such as the School of Theology and Ministry, Law, Social Work, Advancement, and Admissions have faculty or staff charged with deepening and promoting international activities. In addition, various centers (e.g. CIHE, CHRIJ), institutes (e.g. ISR, Jesuit Institute), and university assets such as the Libraries and the McMullen Museum contribute to BC’s global commitment and standing. BC Ireland is unique in its character as it is the only BC associated legal entity outside of the United States and includes real estate property in the heart of Dublin.

A university-wide structure will strengthen global engagement activities. Moreover, it will respond to the call of BC’s Strategic Direction IV as well as contribute to Directions I-III. The interviewed stakeholders propose to enhance the university’s global en-

gagement structure with a designated budget and improved processes and support services, and generally build more awareness and expertise on global engagement across the university.

BOTTOM LINE: Fragmented

structure and no drivers at the top yet

3. Global partnerships Many institutional and strategic global partnerships are built on proven and long-standing international collaborations between individual faculty or among academic units. They may also have been initiated because of an affinity between institutions or due to regional priorities or a common interest in solving particular problems. A partnership is institutional and strategic when a wide array of stakeholders is involved and when all participating parties consistently invest resources to further the collaboration. While Boston College to date has not selected specific institutional partners (with the exception of our membership in the Venice International University consortium),

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the world’s transformation and our transformation go hand in hand.

there is a range of potential opportunities to explore, either by leveraging the 75+ student mobility programs (OIP), building on school and department level collaborations, or expanding ongoing commitments to countries such as Ireland or Chile. The interviewed stakeholders propose choosing strategic partners such as universities, NGOs, corporations, foundations, and governments, whose mission, values, strengths, and priorities are aligned with Boston College. They also suggest focusing on several hubs/regions in strategically critical parts of the world.

BOTTOM LINE: Few

strategic, institutional partnerships outside of student mobility alliances

4. Internationalizing learning Our assessment has shown that in recent years the area of internationalizing learning has gained momentum at Boston College. Most prominently, the International Studies Program has become very popular among our undergraduates and could easily continue

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to grow provided targeted investments into the program. Moreover, it would be of value to strengthen other internationally centered curricular programs, and to consider ways in which the revised CORE could be enriched with global content and direction. Some academic units have developed international concentrations and most of them offer courses with an international focus. Several schools have added regular courses taught in Spanish to their curriculum. In regard to extra-curricular and non-credit offerings, the Division of Mission and Ministry has become a national leader. Their departments and programs (e.g. Intersections, Volunteer and Service Learning Center) have created innovative experiential learning, immersion, and volunteer opportunities for students, faculty, staff, and alumni. To deepen our community’s global awareness, OIP and OISS hold an annual International Education Week. The interviewed stakeholders recommend including global content in all educational offerings, utilizing the prevalence of immigrant popula-

CURRENT ENGAGEMENT

tions in our local neighborhoods for educational purposes, and leveraging the presence of international students and scholars more intentionally as they bring the world to our campus. Moreover, they argue that it would greatly benefit the university if the campus design and architecture would reflect Boston College’s increased commitment to global engagement.

BOTTOM LINE:

• Central in International Studies and Mission & Ministry, marginal in CORE • International communities on campus and in local neighborhoods are underutilized assets for Boston College’s global engagement • Campus design does not reflect the global dimension of Jesuit education

5. Faculty global engagement In our interviews with faculty members from across the university, we were struck by the quality and quantity of international activities. Faculty global engagement – teaching, scholarship, research, service, and formation – is thriving on our campus. We are fortunate to have schools, departments, centers, and individual faculty whose academic contributions are held in high regard across the globe. Our interviewees emphasize that the size and impact of their work could expand significantly with an increased institutional commitment and direction. They particularly mention seed funding for international work including travel stipends, recognition of global activities in P&T assessments, and more effective support services including competence in handling global activities such as compliance and risk management expertise. Moreover, targeted incentives, the removal of administrative barriers, and support for interdisciplinary and international collaboration would spur global engagement and

increase the so far marginal external funding from international public and private sources. In stark contrast to the international recognition of scholars and centers, the on-campus awareness of global faculty engagement is very limited. Between academic units and even within departments, faculty often do not know of their colleagues’ international undertakings. Globally acclaimed entities such as the Center for International Higher Education (CIHE) or the Institute for Scientific Research (ISR) are unknown to many of our colleagues. Consequently, the interviewed stakeholders propose to build a database (repository) of global engagement activities accessible to all faculty and if possible, the public.

BOTTOM LINE:

• Lots of activities but limited campus-wide awareness • Insufficient support system for faculty’s international work

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CURRENT ENGAGEMENT

6. Student Mobility Consistent with Boston College’s focus on undergraduate education, student mobility has been a strong asset of the university’s commitment to global engagement. About 50% of our undergraduates participate in short-term or semester-long study abroad programs. The Office of International Programs (OIP) offers our students a wide array of opportunities to be exposed to and immersed in cultures across the world. To address the challenge of inclusion and equity, OIP has been working with departments to ensure that all undergraduates have the opportunity for education abroad, independent of their major. Similarly, OIP and its carefully chosen partner institutions have rigorous standards in place to ensure the academic quality of study abroad programs. On the inbound side of student mobility, the Office of International Students and Scholars (OISS) reports increasing numbers of international students. While this is good news for the university, it exacerbates the pressure on OISS to process, orient, and integrate students with of-

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ten very different cultural backgrounds and limited language skills. The largest segment of international students is from China (45%). Going forward, the university should enhance its efforts to recruit students from a wider pool of countries in order to mitigate the risk associated with an overreliance on any specific country of origin.

curriculum, from its current place at the margin to making it a core feature in our undergraduate curriculum.

Compared to our competitors, the overall percentage of the undergraduate international population is low (7-8%). This is due partly to the fact that Boston College – in contrast to our peers – so far offers no financial aid to undergraduate international students.

OISS also reports that focused investments could facilitate the integration of international students. One way to do this would be to leverage their presence and the international scholars’ stay on campus more effectively. The interviewed stakeholders recommend to provide targeted financial aid to international students, and given the formative and transformative experience of education abroad programs, to improve its integration into the overall

• Investments are needed to recruit, welcome, and integrate an increasing and more diverse international student population

BOTTOM LINE:

• Education abroad – often the students’ culmination of learning and formation – remains at the margin of the curriculum

7. Global engagement in a Jesuit, Catholic university Several of our distinguished international activities highlight global engagement in a Jesuit, Catholic university context. The two most prominent examples whose work sets BC apart from most of its peers are the School of Theology and Ministry (STM) and the Division of Mission and Ministry. Both units directly respond to Fr. Nicolás’ call for a university “in

the service of the faith.” STM welcomes the world into its community by recruiting the most international student body on campus. The Division of Mission and Ministry established pioneering immersion programs for the BC community, allowing participants to experience the powerful global presence and impact of Ignatian spirituality and practice. In addition, the Jesuit Institute and the Institute for Advanced Jesuit Studies strongly contribute to the worldwide recognition of Boston College as a leading faithbased university. But it is not just the accomplishments of these particularly mission-designated units that deserve to be mentioned here. The tenets of the Catholic Intellectual Tradition and the worldwide alliance of Jesuit, Catholic institutions have been providing ample opportunities and direction for the BC community to meaningfully engage in global settings. For instance, our religious networks have led to unit-based collaborations with three prominent Catholic NGOs: Jesuit Refugee Service (JRS), Catholic Relief Services (CRS), and Fe y Alegría. Furthermore, several

faculty and administrators have forged productive relationships with the Vatican Curia and the Jesuit Curia. For instance, the Congregation for Catholic Education of the Vatican Curia and the Lynch School of Education have joined forces on enhancing a global index of institutions of Catholic Education. In addition, the Institute for Administrators in Catholic Higher Education offers an annual seminar for global scholars and practitioners that since its founding in 2006 has been recognized as an effective training ground for future leaders of Catholic institutions.

”to achieve the goal of an increased global engagement requires targeted investments and transaction costs.”

– interviewed senior administrator

BOTTOM LINE:

Mission-committed units are standard-bearers of global engagement; a cohesive strategy at the institutional level will make the impact of this seventh dimension even stronger.

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iv. goals, strategies, and initiatives for the future Due to its Jesuit, Catholic heritage and its distinguished place among institutions of higher education, Boston College is well positioned to increase its presence and impact across the world.

To reach this goal, we propose – based on our internal and external analysis – four strategies and twelve initiatives along core dimensions of global engagement.

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STRATEGY 1: Form alliances with strategic partners that benefit multiple dimensions of Boston College’s global engagement.

INITIATIVE 1: Form sustained partnerships with Catholic institutions and organizations.

The Catholic Church was the main force in establishing the first universities in the Western world. Today, universities rooted in the Catholic faith constitute the largest worldwide segment of institutions of higher education affiliated by a common religious mission. The initiative leverages the global trend of connectivity and networking, and counters secularization and the “globalization of superficiality”

(Fr. Nicolás). We propose to enhance mutually beneficial partnerships with institutions such as the Vatican Curia, the Jesuit Curia, the International Federation of Catholic Universities (IFCU), the International Association of Jesuit Universities (IAJU), the Strategic Alliance of Catholic Research Universities (SACRU), regional Jesuit associations or provinces such as the Association of Universities Entrusted to the Society of Jesus in Latin America (AUSJAL), Jesuits in Africa and Madagascar (JCAM), and NGOs such as Catholic Relief Services (CRS), Jesuit Refugee Service (JRS), and Fe y Alegría (FyA).

GOALS, STRATEGIES + INITIATIVES

INITIATIVE 2: Create collaborative hubs in several key areas and markets across the world.

Given the history of the Jesuit order, especially in the area of education, it makes sense for Boston College to be present on several if not all continents due to its ongoing commitments and alumni base, and its global aspirations.

As the trends of urbanization and megacities are well established, we propose to form gateways in a variety of urban areas. Such hubs could be anchored in specific universities, which would serve as connectors to stakeholders located in the larger urban centers (e.g. governments, businesses, multinational corporations, NGOs, religious institutions, other universities). The following list gives an overview of potential hub areas: Europe (Ireland, Italy, Spain), Latin America (Brazil, Chile, Colombia, Mexico), East Asia (China, Hong Kong, Korea, Japan), South Asia (India), South East Asia (Philippines, Singapore, Vietnam), Oceania (Australia, New Zealand), East Africa (Kenya, Rwanda, Tanzania), West & Central Africa (DRC, Ghana, Sierra Leone). Care-

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ful staging of such gateways will be critical to their success. In a first phase, we therefore propose to establish – in addition to the hub of BC Ireland – two new gateways, one in Latin America, the other one in East Asia. At the same time, existing school-level partnerships in other parts of the world should be further explored and nurtured.

INITIATIVE 3: Launch a strategic Ibero-American collaboration that advances academic and mission-focused work with local and international partners from Latin America and the Iberian Peninsula.

The demographic changes in the United States point to a continuing increase of the Hispanic population. Though immigration from Latin America and particularly Mexico has slowed down in recent years, the Census Bureau still expects that the United States will have reached a majority-minority status in 2044. In addition, Hispanics are the second largest ethnic group among Catholics in the United States (about 35%) and “account for 71 percent of the

growth of the Catholic population in the United States since 1960” (Ospino, 2017)2 . This initiative responds to both these trends and serves BC’s mission and the Catholic Church. It builds on long-standing collaborations between individual faculty members, departments, and schools with counterparts in Latin America and in local Hispanic communities in the United States. It also complements the proposed gateway in a South American urban center outlined in initiative 2. Moreover, to build on the origin of the Jesuit order in northern Spain and the deep ties between the Iberian Peninsula (Spain and Portugal) and Latin America (with Brazil as its largest economy), we conceptualize the collaboration as Ibero-American, hereby differentiating the initiative from several Latin American centers at U.S. universities. Lastly, ongoing BC relationships with countries in Central America and the Caribbean should be part of this endeavor.

Ospino, H. (2017). 10 ways Hispanics are redefining American Catholicism in the 21st century. America, the Jesuit Review, November 13.

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STRATEGY 2:

our international population – students, faculty, staff, and alumni – bring the world to us.

Establish global learning outcomes in all undergraduate and graduate programs, and internationalize the outlook of our campus.

INITIATIVE 4: Strengthen the ongoing renewal of liberal arts education by inserting a global lens.

“Internationalization at home” has become a cornerstone of global engagement efforts as it has the potential to impact all institutional stakeholders.

Boston College is a university with a strong focus on undergraduate and liberal arts education. Therefore, a stronger infusion of global content into the CORE curriculum is essential and would enhance and help “re-envision liberal arts education” (Strategic Direction I).

INITIATIVE 5: Consider – and where appropriate – insert a global dimension to new and current majors and minors; enhance International Studies and other

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curricular programs with a global focus; expand opportunities for instruction in foreign languages; and use world languages such as Mandarin and Spanish in key campus communications.

Due to an increasingly global economy, employers have urged universities to provide the competencies that job markets demand. Setting global learning outcomes throughout all curricula, including new majors and minors, helps to close this gap. Programs such as International Studies offer unique opportunities for students to become globally aware and proficient. Targeted investments will allow such assets to deepen and extend their offerings.

Given the demographic changes in the United States, we propose to expand opportunities for instruction in foreign languages, particularly in Spanish. Such an innovative measure would have several benefits: increase language proficiency among domestic students, attract more applicants from Latin America, and recognize the importance of Spanish for U.S. Catholicism.3 In addition, Mandarin – the most spoken language on our planet – could be used along English

3

“Thanks to Hispanics, in many parts of the country U.S. Catholicism is de facto a bilingual reality” (Ospino, 2017).

4

https://www.bc.edu/bc-web/schools/mcas/sites/isp/services-and-resources/global-engagement.html

GOALS, STRATEGIES + INITIATIVES

and Spanish in key campus communications and digital messaging. This would send a welcome signal to our large number of Chinese students and stakeholders, and strengthen our reputation as a global actor.

INITIATIVE 6: Ensure that the campus reflects the university’s global engagement; leverage the presence of international students and scholars, and facilitate their inclusion and participation.

Consistent with the global engagement principle of mutuality, the creation of collaborative global gateways (initiative 2) requires that Boston College presents an equivalent hub for our international partners. Our campus is the foundation for “reverse immersion” experiences. It is therefore critical that it reflects our commitment to global engagement, which in turn will increase the attractiveness of our university to international stakeholders (prospective students, parents, faculty, staff, alumni, donors). Such an initiative could build on the successful installation and visibility of the Global

Engagement Portal.4 In addition to an enriched campus design, this initiative proposes to expand the inclusion and engagement of our international population. One way of making them feel validated and at home is to leverage the fact that they bring the world to us.

They are all experts on at least one region of our planet, are multilingual and multicultural, and bring a new/diverse understanding of their subject area. As such they are tremendous resources for BC Global, and based on our interviews, we know how eager and excited many of them are to contribute to the success and reputation of our university. OISS’ International Assistant (IA) program, established in 1980, stands for a unique offering that successfully leverages the presence and competence of the international student population.

STRATEGY 3: Create tools and establish policies and practices that help faculty thrive in global settings

INITIATIVE 7: Establish an online database (repository) for faculty global engagement activities.

In a knowledge society, it is critical to make our faculty’s work visible, for internal and external purposes.

An online database allows retrieving information about Boston College’s international endeavors without any transaction costs of time or space. Easy access to our global teaching, scholarship, research, service, and formation activities spurs international collaboration and increases our standing among global universities. It helps to consolidate our efforts, as we are able to detect where our priorities, strengths, and gaps are both in terms of regions and themes. We provide prospective students, faculty, and donors with data that allows them to make informed decisions. Moreover, a database facilitates collaborations between our faculty and alumni engaged in specific regions of the globe.

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GOALS, STRATEGIES + INITIATIVES

INITIATIVE 8: Offer seed funding for strategic areas, and strengthen support infrastructure for international and interdisciplinary research, scholarship, teaching, and service projects.

Leading global universities have established effective support systems for the international work of their faculty and staff. Our teachers and scholars are the most important resource for advancing Boston College’s presence and impact across the world (Strategic Direction III). A robust support infrastructure will provide proven pathways for international collaboration, overcome administrative hurdles, and mitigate risks. Such a support system not only promotes global work, e.g. through providing seed funding (venture capital) for innovative and groundbreaking projects in strategic areas, but it also acknowledges the extra efforts necessary to be successful in complex structures and unfamiliar cultures.

Moreover, if effective, it reduces the university’s risks associated with international work. Finally, a significant increase in international scholarship

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and research productivity will have the strongest effect on Boston College’s global reputation as ranking agencies place a premium on publications, impact factors, and external research funding.

appeal and potential of such positions to recruit distinguished faculty from leading universities and hereby advance our global reputation and impact.

INITIATIVE 9: Establish a Visiting Fellows Program; and increase the number of endowed professorships with a global focus in academic areas with the strongest potential for impact and reputation.

STRATEGY 4:

In order to cultivate and strengthen our collaboration with partner institutions (from our hub locations or other parts of the world), this initiative brings select faculty to our university for a semester or a year of study. It is similar to the successful Visiting Fellows Program of the Jesuit Institute and is open to scholars who work in fields offered at Boston College (e.g. international researchers who collaborate with the Schiller Institute).

To further internationalize and strengthen our schools, we additionally propose to increase the number of endowed professorships with a global focus. The Salem Professor for Global Practice serves as an example for the

Attract high-achieving students from across the world, and provide a wide range of international learning opportunities to all students.

INITIATIVE 10: Provide targeted financial aid for selected international students, particularly for graduates from high schools that are aligned with our Jesuit, Catholic mission.

The provision of financial aid to international students is a common practice at peer universities. It equips recruitment offices with an effective tool to attract the best and brightest, and those among the applicants who seem to be a good fit for the institution. Moreover, it allows universities to diversify their

GOALS, STRATEGIES + INITIATIVES

international pool of highly accomplished applicants along variables such as country of origin, economic means, and cultural background. In recent years, we have seen that potential international donors are especially interested in contributing funds to students from their parts of the world. Consistent with the 7th dimension of our internationalization strategy and explicitly mentioned in Strategic Direction IV of the university’s strategic plan, Boston College “will develop targeted financial aid programs for graduates of selected Jesuit secondary schools in the United States and around the world.”

INITIATIVE 11: By adhering to principles of diversity and equity (Strategic Direction II), ensure that all students are aware of, and have access to international learning opportunities – in the classroom, online, in local communities or businesses, and abroad.

Education abroad programs are distinctive assets of global universities and provide unique immersion experiences to students. At the same time, they require financial and other sacrifices

from participants and sometimes do not fit the structure and demands of specific undergraduate curricula. Offering financial support for study abroad to students with less economic means can mitigate the first hurdle. The second obstacle is often not solvable, as junior year in certain schools requires presence on campus and time for internships. To ensure that all students increase their global awareness and competence, including the 50% of students at Boston College who currently do not go abroad, several measures should be considered: a) infuse global content in all curricula (initiative 4), b) offer opportunities to interact with local immigrant communities or businesses through course work or field trips (“internationalization by bus”), and c) facilitate international interactions with students and communities from abroad through digital communication and distance education.

INITIATIVE 12: Strengthen the presence of Boston College in key markets of international recruitment, and leverage the global network of alumni and friends for internships and careers.

While the pace of overall international student enrollment in the United States has slowed down and, in some areas, has even declined, universities with distinctive national or international rankings or those benefiting from location advantages continue to experience strong numbers in international applications and enrollment.

Nevertheless, given the volatility of the global higher education market due to increased competition (for-profit, online), more restrictive immigration policies, and increasing investments of China and India in their local universities, it seems opportune to launch several actions: a) increase Boston College’s presence in key markets of international recruitment, b) diversify and innovate our recruitment strategies, c) enhance our global reputation, and d) leverage the potential of the wide network of international alumni and friends, not only for recruitment purposes but also for internships and prospective employment opportunities.

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V.v. Driving global engagement To execute internationalization strategies, universities across the country have established structures and nurtured cultures that translate strategies into desired outcomes. To reach and sustain such transformations, a large range of stakeholders needs to be involved. Particularly, internationalization requires drivers who consistently and deliberately promote and advance global engagement. The findings of CIGE’s 2016 Mapping Survey “clearly point to presidents and senior international officers (SIOs) as primary drivers of internationalization.”5 Our peer analysis confirmed that almost all universities at or above BC’s standing rely on a SIO. This person/office commonly carries the title of Vice President and/or Vice Provost for Internationalization or Global Engagement or International Affairs/Relations. After reviewing various organizational models for internationalization at peer universities (from loosely connected networks to hierarchical structures) and based on Boston College’s current configuration of its global engagement activities, we propose an SIO unit that would serve a) as an umbrella for existing international offices such as OIP and OISS, and b) as a clearinghouse, coordinator, and connector for global engagement activities from across the university. Regular interactions with academic units (colleges, schools, departments) and operational offices (e.g. Advancement, Mission & Ministry, OID) will further BC’s global aspirations.

5

Our Global Engagement Committee as well as the interviewees for this report recommend an administrative structure that provides direction, sets priorities, coordinates activities, removes barriers, and supports and values the international engagement of faculty, staff, students, and alumni. To implement strategies and advance collaborations, such a unit needs staff and a budget. Common personnel in SIO offices at peer universities include positions (FT or PT) such as deputy director, fiscal and operations specialist, marketing and communications expert, IT specialist, event manager, and administrative assistant.

Other structural features successfully used at peer institutions include a university-wide Global Engagement Committee, consisting of faculty, staff, and student representatives, and ideally a member from the Board of Trustees or the Board of Regents. Such a committee advises the work of the SIO and provides feedback on ongoing projects and suggestions for new initiatives. Furthermore, peer universities have appointed sub-committees (including alumni), faculty ambassadors, and coordinators to specific regions or hubs around the globe. Finally, contingent on strategic initiatives (e.g. work with Catholic NGOs), it would be advantageous to appoint project managers with pertinent field expertise.

American Council on Education (2017). Mapping internationalization on U.S. campuses: 2017 edition, p. 10.

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vi. Conclusion We hope that this document offers a compelling case for a more globally engaged Boston College. Our analysis demonstrated that the members of our university not only excel in global settings but also experience fulfillment in their work with international partners (Fr. Himes’ first and second question). We are convinced that our university is – due to its heritage, mission, and academic distinction – in a position to make unique contributions to the signs and challenges of our time. This is what the world needs Boston College to be (Fr. Himes’ third question), a competent, humble, and trusted academic voice that matters, and contributes to the tradition and evolution of faith and culture.

Assuming the proposed initiatives will be successfully implemented, how may Boston College look like in five to ten years, how will we know that we have been moving in the right direction, that we have made distinguished and sustainable choices in the global arena?

The following page is a hypothetical peek into Boston College 2028:

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boston

college

2028

✺ All our stakeholders, and partic-

✺ A growing number of faculty

✺ Boston College has increased

ularly our undergraduate students, are touched or even transformed

by Boston College Global, through internationalized curricula, education abroad experiences, global internships, research projects, or service learning opportunities.

from across the university is part of prestigious international and interdisciplinary research collaborations.

its presence and impact in selected regions of the world.

✺ The international percentage of our student body has reached about ten percent, consisting of high-achieving students from a more balanced pool of sending countries.

✺ Thanks to selected strategic global partnerships, a faculty global engagement database, and stronger support services, publications in international journals and the number of internationally funded research projects have increased substantially.

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BC GLOBAL GEC REPORT

✺ Boston College has moved up

✺ Thanks to strengthened links

in world university rankings such as ARWU, QS, and Times Higher Education.

with the worldwide network of alumni, the Boston College Career Center reports strong evidence of graduates’ global employability.

✺ The Boston College campus

✺ The global engagement initiative

design reflects the university’s increased global presence and impact, and displays its hospitality to international stakeholders.

maintains regular and productive ties with the other three directions of BC’s 2017 strategic plan (liberal arts, formation, integrated science and society).

✺ International donors have significantly increased their contributions to Boston College.

✺ The university has enhanced its ties with the Global Church and Catholic and Jesuit networks.

✺ A lean and effective global engagement office oversees and advances university-wide internationalization strategies and coordinates its work with academic and operational units.

boston college global engagement committee

Report Appendices

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vii. Appendix – A baseline interviews WITH SCHOOLS, CENTERS, PROGRAMS, AND UNITS In order to establish a baseline for ongoing global engagement activities at BC, the Committee held two Town Hall meetings in the Spring of 2018. Moreover, the following units, groups, and programs were consulted on their respective global engagement activities and their plans and recommendations moving forward:

- Arrupe International Immersion Program - Asian Studies - Athletics - BC-Ireland - Campus Recreation - Career Center - Carroll School of Management - Center for Human Rights and International Justice - Center for Irish Programs - Center for Christian-Jewish Learning - Center for Teaching Excellence - The Clough Center for the Study of Constitutional Democracy - Compliance - Connell School of Nursing - Core Renewal - Council of Deans - Dining Services - Division of Mission and Ministry - Division of Student Affairs

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BC GLOBAL GEC REPORT

- Enrollment Management/Admissions - Global Leadership Institute - Global Public Health Program - Human Resource Department - Institute for Administrators of Catholic Higher Education - Institute for Scientific Research - International Studies Program - Islamic Civilizations and Societies - Latin American Studies - Law School - Lynch School of Education - McMullen Museum - Morrissey School of Arts and Sciences - Office of Graduate Student Life - Office of Institutional Diversity - Office of International Programs and McGillycuddy-Logue Center for Undergraduate Global Studies

- Office of International Students and Scholars - Office of Student Involvement - Office of University Communications - Provost Advisory Council - Research Administration, Office for Sponsored Programs - Roche Center for Catholic Education - School of Social Work - School of Theology and Ministry - Slavic and Eastern Languages and Literature - Student groups: undergraduate, graduate, and international - TIMSS & PIRLS - University Advancement - University Libraries - Woods College of Advancing Studies

vii. Appendix–B GLOBAL ENGAGEMENT STRATEGY LIST OF PEER UNIVERSITIES SITE VISITS •

Emory University

•

Georgetown University

•

SUNY Buffalo

•

Tufts University

•

University of Notre Dame

REVIEW OF WEBSITES AND MATERIALS •

Arizona State University

•

MIT

•

University of Notre Dame

•

Boston University

•

New York University

•

University of Southern

•

Brandeis University

•

Northeastern University

•

Columbia University

•

SUNY Buffalo

•

University of Virginia

•

Duke University

•

Tufts University

•

University of Washington

•

Emory University

•

University of Arizona

•

Wake Forest University

•

Georgetown University

•

University of Chicago

•

Washington University in

•

Johns Hopkins University

•

University of North

California

St Louis

Carolina, Chapel Hill

BC GLOBAL GEC REPORT 37

boston college global engagement committee October 2018

Contact: bc.global@bc.edu

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BC GLOBAL GEC REPORT