1. MARILYN UBIÑA- BALAGTAS, Ph.D. Philippine Normal University, Manila
Internationalization of Teacher Education: Framework, Process and Practice
MARILYN UBIÑA- BALAGTAS, Ph.D.
Philippine Normal University, Manila

2. Outline Definition of Terms
Internationalization Framework for Private HEIs in the Philippines (product of research # 1)
Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)
Processes and Practices in Internationalizing TEIs

3. Outline Definition of Terms
Internationalization Framework for Private HEIs in the Philippines (product of research # 1)
Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)
Processes and Practices in Internationalizing TEIs

4. Research 1
Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the Philippines

5. Marilyn U. Balagtas – Philippine Normal University
Researchers
Team Leader
Editha Padama – Arellano University
Members
Rosyl Arlene P. Alfuente – Arellano University
Marilyn U. Balagtas – Philippine Normal University
Erlinda G. Acierto – Asian Social Institute
Ferdinand Lacuata – National Teachers College
Angelina C. Irapta – PMI Colleges
Edward Padama – FEU – East Asia College
Archieval A. Rodriguez – Arellano University
Elsa H. Ruiz – Asia Social Institute

6. Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the Philippines
A model for internationalization based on conceptions and actual practices of HEIs in the Philippines.

7. Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the Philippines
A process in making the institution a venue for exchanges between the administrators, faculty, staff, or students of that institution and their counterparts in other institutions from other countries in terms of academic, research, and cultural undertakings.

8. Figure 1:The Research Paradigm
Stakeholders of HEIs
Administrators
Support Staff
Gaining conceptual/theoretical understanding from stakeholders
IDEATION LEVEL
Arriving at a Conceptual Framework for Internationalizing HEIs in the Philippines
Proposing a framework model
RESEARCH OUTPUT
Students
Faculty
Conceptions on an Internationalized HEI
Internationalizing Process in HEIs
Achieving practical insights from the process
PRACTICAL LEVEL
Figure 1:The Research Paradigm

9. Statement of the Problem
The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.
How are HEIs involved in the study described as to the following aspects?
Number of the students from the Philippines to other countries
Number of students from other countries to the Philippines
Nationalities of the countries enrolled in the Philippines
Programs of courses offered
Admission of foreign students
Requirements for students going out
Retention policy for foreign students
Special features of the programs
Years of program completion
Years of operation of the internationalization program
Faculty trainings given

10. Statement of the Problem
The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.
2. What conceptions on internationalization can be gathered from the stakeholders of HEIs in NCR in terms of the following dimensions:
Curriculum and instruction
Facilities and support
Cooperation and development assistance
Diversity income generation
Research collaboration
International-intercultural understanding/networking
Academic standards and quality
Mobility and exchange for students and teachers
International students’ recruitment

11. Statement of the Problem
The main goal is to develop a conceptual framework for internationalizing private HEIs in the Philippines.
3. What internationalizing processes are set in place by the HEIs in order to realize the conceptions of internationalization by the stakeholders?
What conceptual framework for internationalizing private HEIs in the Philippines can be developed from the analyses of the stakeholders’ conceptions and practices?

12. Sampling Technique Selection of the Respondents: Multi-stage
It is stratified because respondents came from four groups of stakeholders of the institution: fourth year undergraduate students, faculty, staff, and administrators.
It is convenient because the number of respondents from each group of stakeholders was decided upon by the participating institution depending on their population and retrieved instruments.
It is quota because the institution to be part of the study has to have a minimum of 10 and a maximum of 50 respondents.

13. Research Procedure
- face to face meetings and brainstorming sessions for the crafting of the research proposal, validation of the instrument , and decisions on the actual conduct of the study .
- ing for the validation of instruments by the local and foreign experts and for the write-up of the research paper - tryout of the instrument to establish its reliability - actual administration and retrieval of instruments from 14 private HEIs in Manila

14. Instruments
The main goal of the instruments is to generate ideas that can be used in developing a framework for internationalizing private HEIs in the Philippines based on conceptions of different stakeholders of the institutions themselves and their practices for internationalization.

15. Instruments
1. Survey Questionnaire . This determines the internationalizing status, practices, and perceptions of the participating private HEI
2. Two-pronged Questionnaire - Part 1 is a 4-pt Likert Scale that determines the degree of agreement of the respondents to statements under 9 dimensions of internationalization that could tell their conceptions on how to internationalize an institution of higher learning -Part II is an open-ended questionnaire with a set of 2 questions subsequent to each of the dimensions covered in the 4-pt scale that aimed: 1) to gather other conceptions of internationalization that may not have been captured by the indicators of internationalization given in the scale; and 2) to determine the practices of the institution in terms of the given dimension for internationalization.

16. Instruments
The instruments were content validated using triangulation technique with the following validators:
The team of researchers representing 7 HEIs in Manila
A known expert on internationalization in the Philippines who acted as the mentor/resource person of the team during the CHED Zonal Workshop.
A known expert on internationalization in other countries who has led an international research study entitled Internationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report.

17. Instruments
The reliability of the 4-pt scale was established through its tryout to 40 respondents coming from different stakeholders of two private HEIs. Using Cronbach Alpha, the computed internal consistency reliability coefficient was 0.96 indicating that the instrument was highly reliable .

18. DATA ANALYSIS
For Problem 1
To know the status of internationalization of the respondent institution supplied in the survey questionnaire, a frequency count for the qualitative responses was made and its equivalent percentage was computed.

19. DATA ANALYSIS For Problem 2
To know the conceptions on internationalization of the stakeholders of the respondent institution gathered through the two-pronged questionnaire, the following steps were done:
1. Coding of responses in the 4-pt scale having all positive statements with responses coded as follows:
Response
Numerical Code
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1

20. DATA ANALYSIS For Problem 2 Meaning
2 . Computing weighted mean of each indicator of a dimension of internationalization and interpreted using the scale range below:
Weighted Mean
Meaning
3.5 to 4.0
The specific group of respondents/stakeholders agrees strongly to the given statement explaining how to internationalize an HEI
2.5 to 3.49
The specific group of respondents/stakeholders agrees to the given statement explaining how to internationalize an HEI
1.5 to 2.49
The specific group of respondents/stakeholders disagrees to the given statement explaining how to internationalize an HEI
The specific group of respondents/stakeholders disagrees strongly to the given statement explaining how to internationalize an HEI

21. DATA ANALYSIS For Problem 2
2 . Coding of the qualitative responses in the open-ended questionnaire
The dimensions in the 4-pt scale were used as initial themes of the qualitative responses. These are as follows:
Curriculum and Instruction
Facilities and Support System
Cooperation and Development Assistance
Diversity Income Generation
Research Collaboration
International and Intercultural Understanding/Networking
Academic Standards and Quality
Mobility and Exchanges for Students and Teachers
International Students Recruitment

22. DATA ANALYSIS For Problem 2
3 . Examining the qualitative responses under each dimension of internationalization and coded them using the indicators of the 4-pt scale as initial sub-themes. The coding schemes are as follows:

23. Dimension of Internationalization and Indicators
Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators 1
Curriculum and Instruction
1.1
The institution has an Inclusive Curriculum (i.e. courses are designed to allow students of different race, religion, culture, gender to learn together).
1.2
The institution has courses on foreign language (e.g. English, Spanish, Chinese, German, etc) to understand the people of other countries.
1.3
The institution offers international/multicultural/global courses that may be a venue for understanding and appreciation of the culture of other countries ( e.g Multicultural Education, Global Education, Internationalization, World Geography, World Literature, Peace Education, Ecology/Environmental Education, and related topics)

24. Dimension of Internationalization and Indicators
Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators 1
Curriculum and Instruction
1.4
The institution has customized programs tailored-fit to the demands of different markets, agencies or corporations here and abroad.
1.5
The institution has programs delivered in different modalities that could allow students from other countries to take courses at their own time and place (e.g. Distance Education, Correspondence Education, Open University, University in the Air, Virtual Classrooms)
1.6
The institution has information and communication technologies that could facilitate efficient and effective learning (e.g. internet connection, e-library, tele-conferencing.)
1.7
The institution has its own laboratory to test theories or theorize from experiences

25. Dimension of Internationalization and Indicators
Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire
Code
Dimension of Internationalization and Indicators 1
Curriculum and Instruction
1.8
The institution provides the students special learning experiences like Field Trips or experiential learning experiences where they could appreciate the culture of other tribal groups or races.
1.9
The institution mandates all faculty to utilize appropriate pedagogical approaches that underscore international understanding.
1.10
The institution has set in place a monitoring system that enhances internationalization in the campus.
1.11
Other ideas under the given dimension

26. The Research Output
Framework for the Internationalization of Higher Education Institutions (HEIs) in the Philippines
Curriculum and Instruction
International Students Recruitment
Dimensions of
Internationalization
Mobility and Exchanges for Students and Teachers
Facilities and Support System
Cooperation and Development Assistance
Academic Standards and Quality
International and Intercultural Understanding/
Networking
Diverse Income Generation
Research Collaboration

27. Outline Definition of Terms
Internationalization Framework for Private HEIs in the Philippines (product of research # 1)
Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)
Processes and Practices in Internationalizing TEIs

28. Marilyn Ubiña-Balagtas
Research #2
DEVELOPMENT OF A RUBRIC IN INTERNATIONALIZING TEACHER EDUCATION INSTITUTIONS IN THE PHILIPPINES AND BEYOND
Marilyn Ubiña-Balagtas
(Lead Researcher)
Co – Researchers
Bill Atweh
Marla C.Papango
Zenaida Q. Reyes
Marilou M. Ubiña

29. Please see another File 2

30. Outline Definition of Terms
Internationalization Framework for HEIs in the Philippines (product of research # 2)
Internationalization Framework for TEIS in the Philippines and Beyond ( product of research #2)
Processes and Practices in Internationalizing TEIs (workshop guided by the rubric)

31. Workshop:
Work individually or with those who come from the same institution.
Using the rubric in internationalizing TEIs, rate the level of internationalization of your institution. Those who come from the same institution should rate their institution individually first. Then they could compare their ratings after.

32. Workshop:
3. Plan actions to reach the level of internationalization of your institution in the next 5 years.
4. Share to the group your plan of actions

33. Thank you! Copyright @ 2011 MUBALAGTAS Note:
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