1. UNIVERSITY OF KENTUCKY COLLEGE OF EDUCATION
Educational Policy Studies and Evaluation
EPE798 SEMINAR IN HIGHER EDUCATION:
FOUNDATIONS OF INTERNATIONAL EDUCATIONAL EXCHANGE
[ Fall 2014, Last Updated 11.28.2014 ]
PROFESSOR: AnthonyC.Ogden,Ph.D. OFFICE: 304 BradleyHall
MEETING TIME: Thursdays,7:00-9:30pm OFFICE HOURS: By appointment,please
LOCATION: 122 TaylorEducationBuilding OFFICE TEL: 859-323-2136
CELLULAR: 814-574-0120
EMAIL: a.ogden@uky.edu
COURSE DESCRIPTION: This seminarwill introduce students to the foundations of international educational
exchange, including both international student services and U.S. education abroad programming. Through a
careful reading of the literature, interaction with international education practitioners, and extensive
comparative benchmarkingresearch,studentswill examine bestpracticesinprogramdesign,implementation,
evaluationandemergingapproachesinoutcomesassessmentresearch,whiledevelopingin-depth knowledge
of a selected country. This course would be particularly appropriate for students in graduate programs in
higher education or comparative education as well as the EPE Graduate Certificate in International Higher
Education.
COURSE OBJECTIVES: Upon completion of this course, each student will be able:
1. to recognize majorinternational educationmobilityprogramsandglobal trendsininternationalstudent
mobility;
2. to identifymajorpoliciesandpracticesshaping contemporary internationaleducation,withspecific
applicationtoanidentifiedcountry;
3. to understandbasicmodelsof internationaleducationprogrammingandtorecognize some of the
fundamental reasonswhy institutionsselectcertainmodels;
4. to identifyandcritique varyingapproachesinthe developmentandassessmentof internationaleducation
programmingwithinanenvironmentof increasingconsumerism, standardization,andaddedemphasison
documentingstudentlearningoutcomes;and,
5. to articulate a basicunderstandingof the critical andcontemporaryissues,challenges,debatesand
policies ininternational educationalexchange.
COURSE OUTLINE: The seminar is structured around five distinct modules that work together to introduce
studentstothe breadthof the internationaleducation profession and field while developing a sophisticated
understanding of international educational exchange in a selected country.
1. Overview of International Education Mobility. This first module will provide an overview of the major
student and scholar mobility schemes, such as the Fulbright and Erasmus Mundus programs. Trends in
international student mobility to and from the United States will be presented in the context of world
trendsininternational educationmobility,publicdiplomacy,highereducationasaglobal marketplace,and
multiculturalism.

2. 2 | Foundations of International Educational Exchange, Fall 2014
2. International Student Mobility Flows. The second module provides an opportunity for in depth
investigation of international student enrollment within a particular country. Building on knowledge
gainedin the first module, evidence that supports or challenges large scale mobility patterns within the
contextof a single countrywill be soughtandexamined. National policies and practices and international
initiatives that impact student flow will be highlighted.
3. InternationalEducation ProgramModels.Thismodule will provide an examination of varying approaches
to international education programming, including cross-border education, dual and joint degree
arrangements, direct institutional relationships, exchange programs and agreements, program provider
partnerships,short-termprograms,faculty-directed education abroad, and embedded education abroad
programs. Study abroad, teach abroad, research abroad, service learning, internships and other forms of
experiential education in international settings will be examined. Special attention will be paid to why
institutions opt for certain models and the forces that shape those decisions.
4. ProgramDevelopment:Design,Implementation,Evaluation,and Assessment. This module will provide an
overviewof the key issuesininternational education programming design, such as program typology and
the growthof newexperience types. Othertopicsof discussionwillinclude a.) frequentlyusedinventories
and othermethodologies for assessing student learning outcomes, b.) underrepresented populations &
nontraditional locations, c.) trends in marketing, recruitment, and enrollment management, d.) varied
approaches to credentials evaluation and transcripting, and e.) international education outcomes
assessment research & research design challenges.
5. Contemporary Issuesand Challengesin International Education. This module will provide an introduction
to currenttopicsand relateddebates incontemporaryinternationaleducation. Discussionswillinclude,a.)
“intervening”instudentlearningabroad,b.) critical issuesandcurrent debates in international education
(i.e., “colonialstudents”, global citizenship, impact of international students on home campuses, and c.)
emerging issues related to EFL programming.
COURSE ASSIGNMENTS& GRADING: Course assignmentsandrelateddue dates will be discussed in class and
are noted in the course schedule (see below). Late submission of assignments is not permitted without
advance professorapproval. Assignmentsare structuredtobuilduponone another,culminatinginafinal piece
which will demonstrate the student’s overall learning as well as the development of individual areas of
expertise.Feedbackwill be providedthroughoutthe course,butgradingwill occur at the conclusion, when all
interdependent assignments are brought together in the form of a portfolio of learning.
1. BookReview & Presentation.Inconsultationwiththe course professor,prepareawrittenreview of a book
that focuses on international education trends. Topics may include international student mobility,
educational policy, advocacy for international education, campus internationalization, higher education
and global citizenship,orothersasapprovedbythe course professor.A 10-minute in-classpresentation of
the bookreviewis required. Selectfromthe BookReview Optionsbelow fora recommended text or seek
instructor approval for publications outside this list.
2. Enrollment Report & In-Class Discussion. In consultation with the course professor, choose a specific
countryand prepare a 2-4 page illustrated enrollmentreportonthe international student mobility trends
to and fromthe country.Note push/pull factors. Prepare abrief classroompresentationonthe enrollment
reportand facilitate adiscussionof the majortrendsthatare impactingstudentflows to/from the specific
country.
3. ComparativeInstitutional Case Study. Examine the concept of international education within two higher
educationinstitutionsinyourcountryof focus.Write a brief case studyinwhichyoucompare and contrast
the institutions with particular attention to institutional mission statements, policies and practices

3. 3 | Foundations of International Educational Exchange, Fall 2014
regardinginternationalization, international student enrollment and education abroad program models,
and anyother factorsthat impactthe landscape of international educationwithinthe selected institutions.
4. New Program/Initiative Proposal & Peer Review. Develop a program or initiative proposal for one of the
two institutions examined in your Comparative Institutional Case Study. The proposal should seek to
furtherthe aspectsof international education that you feel are important at your chosen institution. The
program or initiative should fill a void that you have perceived at the institutions and/or should aim to
build upon successes you have identified in a new and creative way. The proposal should demonstrate
your understanding of the value of international education, your comprehension of relevant policies at
work in your country of focus, and your awareness of programming that has been successful in other
locations. Each student will be assigned to read and constructively critique another student’s proposal
providing one page of feedback.
5. Final Project Portfolio: Issues Research Paper/Policy Brief with Annotated Bibliography. The final project
quite literally bringstogetherall elementsof the course andrepresentsaculmination of student learning.
Previousassignments (assignments1-4),forwhichconstructive feedback hasbeenprovided,shouldbe re-
submitted with appropriate amendments. Additionally, the final project will include three additional
components:brief researchpaper, discussion,andannotatedbibliography. Thus,the final project portfolio
has the following structure:
 SectionI: Book Review[10%], withan additional paragraphconnectingthe information in the book in
fundamental way, upon reflection, to the final project country of expertise.
 SectionII: EnrollmentReport [10%], withan additional paragraph connecting your enrollment report
and observations to program models identified in the comparative institutional case study.
 Section III: Comparative Institutional Case Study [20%], with an additional paragraph providing a
logical segue betweenyourevaluationof the case study findings andyourprogram/initiative proposal.
 Section IV: Program/Initiative Proposal [20%]. No additional sections required.
 Section V: Issues Research Paper or Policy Brief [20%]. Building on your deepened knowledge of a
specificcountry,write a5-10 page researchpaperfocusingona pressinginternational educationissue
and discuss how your country of expertise is addressing this issue. Alternatively, select a major
educational policy in the selected country and discuss its relevance and impact on international
educational exchange.
 Section VI: Discussion [5%]. This section should allow for a one-page summary reflection of the
country study in whole, including discussion of any initial assumptions you had about international
educationinthe countryof focusthat were challengedasassignmentsprogressedordeveloping ideas
that may be worthy of further investigation in future.
 SectionVII: Annotated Bibliography[5%]. Sourcescited for all assignments (including Sections V and
VI) shouldbe listedhere.Foreachsource,include 2-3 sentences that briefly overview the source and
explain its connection to the assignments/final project. Inclusion of non-US sources is expected.
6. Class Participation & Attendance [10%]. Students are expected to attend all class meetings and to have
completedall requiredreadingasassigned. More thanone unexcusedabsence may result in the loss of a
letter grade. Students are expected to participate in discussions in a manner that demonstrates a
thoughtful reflectionof the subject-matterandare expectedtobe respectful,supportive, and challenging
to othersinthe class. At times,studentsmaybe requested to post questions or comments or to respond
to the comments of others during the week through email or blackboard.

4. 4 | Foundations of International Educational Exchange, Fall 2014
Book Review (10%)
Enrollment Report
(10%)
Comparative
Institutional Case
Study (20%)
Program/Initiative
Proposal (20%)
Issues Research
Paper or Policy
Brief (20%)
Discussion (5%)
Annotated
Bibliography (5%)
Final Project
Portfolio
FINAL PROJECT PORTFOLIO
REQUIRED READING:
Deardorff,D.K.,de Wit,H.,Heyl,J. & Adams,T. (2012). The Sage handbook of internationalhighereducation.
ThousandOaks,CA: Sage.
Additionally,weeklyreading assignments will be posted to the Blackboard course site or hyperlinked within
the course schedule (see below). Required readings may be adjusted throughout the course and additional
readings not listed in the course schedule may also be assigned.
RELATED COURSE PROTOCOLS:
1. AcademicIntegrity& Plagiarism.Academic integrity is a fundamental expectation in this course, and this
includesthe appropriate documentationof all works consulted or cited. The University’s Students Rights
and Responsibilities states that academic work, written or otherwise, submitted by students to their
instructorsor otheracademicsupervisors, is expected to be the result of their own thought, research, or
self-expression. If you are uncertain about a question of plagiarism, please consult the course professor
before submitting any work.
2. Accommodations. If you have a documented disability that requires academic accommodations, please
contact the course professor as soon as possible. Students may also want to call the Disability Resource
Centerat 859-257-2754. The DisabilityResource CenterislocatedinAlumniGym‚ Room 2‚ at the corner of
Avenue of Champions and South Limestone Street.
3. Technology. Studentsare expectedtoturnoff cell phonesduringclass time. Laptop computers or tablets
shouldbe usedonlyasa tool fornote-takingorreviewingclassreadings. Texting,webbrowsing,tweeting,
and other non-class related activities should not take place during class.
4. InclementWeather Policy. Giventhat studentsmaytravel significant distances to attend class, inclement
weathercouldpose asafetyrisk. If the Universityisclosed,therewillbe no class meeting. In cases where
the Universitydoesnotcancel classesbutthere are significantrisksof dangerousroadconditions,the class
participants will be notified via email by 5pm on the day of class if, and only if, class will be canceled.

5. 5 | Foundations of International Educational Exchange, Fall 2014
COURSE SCHEDULE:
CLASS
MTG
TOPICS/ACTIVITY
REQUIRED READING
[BEFORE CLASS]
ASSIGNMENT
[DUE]
MODULEONE
Aug.28  Course introduction
 International student
mobilitytrends
 OpenDoors,2013
 Deardorff etal,2012 [Chap.21]
 ProjectAtlas Optional
 Deardorff etal,2012 [Chap.3] Optional
Sept.4  Major studentand
scholarmobilityschemes
(i.e.,Erasmus,Fulbright)
 Analysisof pushand pull
factors
 GuestSpeaker:Dr. Keith
Gumery,DanishInstitute
for StudyAbroad
 Deardorff etal,2012 [Chaps.1 & 2]
 deWitetal, 2008 [Chaps.1 & 2]
 Online Guide toEducational Systems,
NAFSA, 2012 Optional
Sept.11  Overviewof majorpolicy
initiativesthathave
shapedinternational
educationmobilityand
the worldwide push
towardthe
internationalizationof
highereducation
 BolognaProcess
 GuestSpeaker:Dr. Yuichi
Kondo, Ritsumeikan
University
 Deardorff etal,2012 [Chap.5]
 Europe’sNew HigherEducationLandscape
 SenatorPaul SimonStudyAbroadAct
 deWitetal, 2008 [Chap.7]
BookReview &
Presentation
MODULETWO
Sept.18  Currenttrendsand issues
ininternational student
mobilityflows
 GuestSpeaker:Dr. Eric
Meadows,Arcadia
University,Australia
 The Role of ForeignStudentsinUS
National SecurityandForeignPolicy,
NAFSA,2003
 In America’sInterest:Welcoming
International Students,NAFSA,2005
 RestoringUS Competitivenessfor
International Students&Scholars,NAFSA,
2006
Sept.25  Strategiesandchallenges
incampus
internationalization
 GuestSpeaker: Dr. Susan
Carvalho,Associate
Provostof International
Programs,UK
 LeadingComprehensive
Internationalization,NAFSA,2012
 ComprehensiveInternationalization:From
Conceptto Action,NAFSA,2011
 Deardorff etal,2012 [Chap. 4]
 ACE InternationalizationLaboratory
Report,UK 2009 Optional
 A Call to Leadership,NASULGC,2004
Optional
 Lewin,2009 [pp.266-281] Optional
Enrollment
Report&
In-class
Discussion

6. 6 | Foundations of International Educational Exchange, Fall 2014
CLASS
MTG
TOPICS/ACTIVITY
REQUIRED READING
[BEFORE CLASS]
ASSIGNMENT
[DUE]
MODULETHREE
Oct. 2  Variedapproachesto
international education
programming(e.g.,
exchanges,cross-border
education,dual andjoint
degrees) andthe policies
that impactthem
 Deardorff etal,2012 [Chaps.8, 9, 18, 19]
 Sutton& Obst,2011 [Introduction,Chaps.
7, 13]
Oct. 9  Overviewof
international student&
scholarservices:
Immigration,Immigration
policy,increase of int'l
undergraduates,
programmingandcourse
developmentchallenges
 Marketing/recruitmentof
international students
and global marketsand
international competition
for foreignstudents
 GuestSpeaker:Elizabeth
Leibach,Directorof UK
ISSS
 Deardorff etal,2012 [Chap.22]
 ProvidingStudentSupportfor
International Students,OntarioCommittee
on StudentAffairs,2012
 Lovelandetal,2006
Consider
attending the
CIES
conference
Oct. 16  Overviewof U.S.
educationabroad
(Part1):
Forumon Education
Abroad,funding&billing
models,risk
management,
institutional types,
administrative
frameworksand
oversight,etc.;
experiential education
abroad models,including
studyabroad,teach
abroad,internships,
research,etc.
 GuestInstructor:Opal
LeemanBartzis, IFSA-
Butler
 ForumStandardsof Good Practice,Forum,
2011
 ForumCode of Ethicsfor Education
Abroad,Forum,2008
 Edwardset al,2005
 StrengtheningStudyAbroad,NAFSA,2008
Optional
 StrategiesforEducationAbroadAdvocacy
on Campuses,Forum, 2010 Optional
Comparative
Institutional
CaseStudy

7. 7 | Foundations of International Educational Exchange, Fall 2014
CLASS
MTG
TOPICS/ACTIVITY
REQUIRED READING
[BEFORE CLASS]
ASSIGNMENT
[DUE]
Oct. 23  Overviewof U.S.
educationabroad
(Part2):
Underrepresented
populations&
nontraditional locations
 Curriculumintegration
 CurriculumIntegration,University of
Minnesota
 Deardorff etal,2012 [Chap.14]
 Leboldetal,2005
 Brewer& Cunningham, 2009 Optional
 Salisburyetal,2011 Optional
MODULEFOUR
Oct. 30  Program development
and design,marketing,
and outreach
 GuestSpeaker:Seth
Riker,UK Education
Abroad
 Lewin,2009 [Chap.21]
 Spencer& Tuma [Chaps. 1, 2, 4 & 5]
Consider
attending the
KCEA
conference
Nov.6  Overviewof outcomes
assessmentinthe
internationalizationof
highereducation
 Introductiontooutcomes
assessmentinUS
educationabroad
 Reviewof commonly
usedinventories
 Deardorff etal,2012 [Chap.10]
 Bolen,2007 [Chap.6]
 Morais & Ogden,2011
 Ogden,Kinser,Sakamoto(Draft11.1.14)
 Green,2012
MODULEFIVE
Nov.13  Contemporary
approachesto outcomes
assessmentresearchand
commonresearchdesign
challenges
 Barclay Hamir,2011
 DiMaria,D., 2012
 Salisburyetal,2008
 Vande Berget al,2009
 Krathwohl,1998 [Chap.20] Optional
New Program/
Initiative
Proposal
Nov.20  Intercultural competence
and otherend goals
 Interveninginstudent
learningabroad
 Bennett,1993 Optional
 Deardorff etal,2012 [Chap.16 & 17]
 Ogden, Streitwieser&Crawford, 2014
Vande Berget al,2012 [Chap.1 & 2]
Peer Review of
New Program/
Initiative
Proposal
Nov.27
Fall Break
Dec. 4  Critical issuesandcurrent
debatesineducation
abroad (i.e.,“colonial
students”,global
citizenship), impactof
international studentson
home campuses;English
language acquisition
issues)
 GuestInstructor:Opal
LeemanBartzis,IFSA-
Butler
 Illich,1968
 Ogden,2007
 Woolf,2007 Optional
 Zemach-Bersin,2008
 Andrade,2006

8. 8 | Foundations of International Educational Exchange, Fall 2014
CLASS
MTG
TOPICS/ACTIVITY
REQUIRED READING
[BEFORE CLASS]
ASSIGNMENT
[DUE]
FINAL
Dec. 11  Leadershipin
international higher
education
 Final projectportfolio
presentations
 Course summary and
reflections
 Course evaluations
 Deardorff etal,2012 [Chap.7] Optional
 Deardorff etal,2012 [Chaps.24 & 25]
Final Project
Portfolio:
Issues
Research
Paper/Policy
Brief with
Annotated
Bibliography
BOOK REVIEW OPTIONS:
Altbach,P.,Reisberg,L.andRumbley,L.(2009). Trends in Higher Education:Tracking an AcademicRevolution.
ChestnutHill,MA:BostonCollege CenterforHigherEducation.
Brewer,E.& Cunningham,K.(2009). Integrating study abroad into thecurriculum:theory and practice across
the disciplines. Sterling,VA:Stylus.
Childress,L.K.(2010). The Twenty-firstcentury university:Developing faculty engagementin international
education. NewYork:PeterLang.
Deardorff,D.K.,de Wit,H., Heyl,J.& Adams,T. (2012). The Sagehandbookof internationalhighereducation.
ThousandOaks,CA: Sage.
de Wit, H.,Agarwal,P.,Elmahdy,M., Sehoole,M.,Sirozi,M.(Eds.) (2008). The dynamicsof international
studentcirculation in a global context.Rotterdam, The Netherlands:Sense.
de Wit, H.,Hunter,F., Johnson,L.,& Liempd,H.(2013). Possiblefutures:Thenext 25 yearsof the
internationalisation of highereducation. The EuropeanAssociationfor International Education.
Guruz, K.(2008). Higher education and internationalstudentmobility in the globaleconomy. Albany:State
Universityof NewYorkPress.
Lewin,R.(Ed.) (2009). The handbookof practiceand research in study abroad:Highereducation and the
questforglobal citizenship.NewYork:Routledge.
Macready, C.& Tucker,C. (2011). Who goeswhereand why:An overview and analysisof globaleducational
mobility. NewYork:The Institute of International Education.
Streitwieser,B.(2014). Internationalisation of highereducation and globalmobility.Oxford,UnitedKingdom:
SymposiumBooks
Ltd.
Sutton,S.& Obst,D. (2011). Developing strategicinternationalpartnerships:Modelsforinitiating and
sustaining innovativeinstitutionallinkages.New York:The Institute of InternationalEducation.
Vande Berg,M., Paige,R.M., Lou, K. (Eds.) (2012). Studentlearning abroad:Whatourstudentsarelearning,
whatthey'renot,and whatwe can do aboutit. Sterling,VA:Stylus.
COURSE BIBLIOGRAPHY:
Andrade,M. (2006). International studentsinEnglish-speakinguniversities:Adjustmentfactors.Journalof
Research in InternationalEducation,5(2), 131-154.
Barclay Hamir,H. (2011). Go abroad and graduateon-time:Study abroad participation,degreecompletion,
and time-to-degree. Unpublisheddoctoral dissertation,Universityof Nebraska.

9. 9 | Foundations of International Educational Exchange, Fall 2014
Bennett,M.J.(1993).Toward Ethnorelativism:A Developmental Model of Intercultural Sensitivity. In R.M.Paige
(Ed.), Education of theInterculturalExperience (pp.21–71). Yarmouth,ME: Intercultural Press.
Bolen,M. C.(2007). A guideto outcomesassessmentin education abroad.Carlisle,PA:The Forumon
EducationAbroad.
Brewer,E. & Cunningham,K.(Eds.) (2009). Integratingstudyabroadintothe curriculum:Theoryandpractices
across the disciplines. Virginia:StylusPublishing.
Edwards,J.,Hoffa,W., Kanach,N. Educationabroadat the beginningof the twenty-firstcentury.(2005). In J.
Brockington, W.Hoffa& P.Martin (3rd Eds.),NAFSA’SGuide toEducationAbroadforAdvisersand
Administrators(p.5-24).Washington,D.C.:NAFSA:Associationof InternationalEducators.
Deardorff,D.( Ed.) (2009). The SAGE Handbookof Intercultural Competence. SAGE Publications.
DiMaria,D. (2012). Factors affectingstudentaffairsadministrators’viewsof campusservicesforinternational
studentsatfive publicuniversitiesinOhio. Unpublisheddoctoral dissertation,The Universityof Minnesota.
Green,M. (2012). Measuringandassessinginternationalization.Washington,DC:NAFSA:Associationof
International Educators.
Illich,I.(1968, April 20). To hell with good intentions. Presentationtothe Conference onInterAmerican
StudentProjects(CIASP),Cuernavaca,Mexico.
Krathwohl,D.(1998) Experimental MethodsandExperimental Design. Methodsof Educationaland Social
Science Research:An Integrated Analysis. LongGrove,Waveland:498-531.
Lebold,C.,Henry,A.,Houston,P.,Jackson,M.,Scheibe,M.,& Van DerMeid,S. (2005). Reaching
underrepresented constituencies.InJ.Brockington,W.Hoffa& P. Martin (3rd Eds.),NAFSA’SGuide to
EducationAbroadfor AdvisersandAdministrators(p.207-238). Washington,D.C.:NAFSA:Associationof
International Educators.
Loveland,Elaina,Johson,A.,Leibach,E.(2006, May-June). ProvidingBetterService–A Case Study.
InternationalEducator,68-71.
Ogden,A et al. Empty meetinggrounds:SituatinginterculturallearninginUSeducationabroad.(2014). In B.
Streitwieser, Internationalizationof highereducationandglobal mobility (p.229-258).Oxford,UK:
SymposiumBooks.
Ogden,A.(2007, Winter).The view fromthe veranda:Understandingtoday’scolonial student. Frontiers:The
Interdisciplinary Journalof Study Abroad,15,35-56.
Morais, D. & Ogden,A.(2011). Initial developmentandvalidationof the global citizenshipscale. Journalof
Studiesin InternationalEducation,(15), 5, 445-466.
Salisbury,M.,Umbach,P., Paulsen,M.,& Pascarella,E.(2008). Going global:Understandingthe choice process
of the intenttostudyabroad. Research in Higher Education,50, 119-143.
Salisbury,M.,Paulsen,M.,& Pascarella,E.(2011). Why do all the studyabroad studentslookalike?Applying
an integratedstudentchoice model toexplore differencesinthe factorsthatinfluence white andminority
students’intenttostudyabroad. Research in Higher Education,52, 123-150.
Spencer,S.& Tuma, K.(2007). Successful short-termprogramsabroad
Vande Berg,M., Connor-Linton,J.,&Paige,R.(2009, Fall).The Georgetownconsortiumproject:Interventions
for studentlearningabroad. Frontiers:TheInterdisciplinary Journalof Study Abroad,18,1-76.
Woolf,M. (2007). Impossible thingsbefore breakfast:Mythsineducationabroad. Journalof Studiesin
InternationalEducation,11,496-509.

10. 10 | Foundations of International Educational Exchange, Fall 2014
Zemach-Bersin,T.(2008, March 7). Americanstudentsabroadcan’tbe global citizens. TheChronicleof Higher
Education,54, 26, p. A34.