Presentation on theme: "MARILYN UBIÑA- BALAGTAS, Ph.D. Philippine Normal University, Manila"— Presentation transcript:
1MARILYN UBIÑA- BALAGTAS, Ph.D. Philippine Normal University, Manila Internationalization of Teacher Education: Framework, Process and PracticeMARILYN UBIÑA- BALAGTAS, Ph.D.Philippine Normal University, Manila
2Outline 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
3Outline 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
4Research 1Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the Philippines
5Marilyn U. Balagtas – Philippine Normal University ResearchersTeam LeaderEditha Padama – Arellano UniversityMembersRosyl Arlene P. Alfuente – Arellano UniversityMarilyn U. Balagtas – Philippine Normal UniversityErlinda G. Acierto – Asian Social InstituteFerdinand Lacuata – National Teachers CollegeAngelina C. Irapta – PMI CollegesEdward Padama – FEU – East Asia CollegeArchieval A. Rodriguez – Arellano UniversityElsa H. Ruiz – Asia Social Institute
6Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the PhilippinesA model for internationalization based on conceptions and actual practices of HEIs in the Philippines.
7Towards the Development of a Conceptual Framework for Internationalizing Private Higher Education Institutions (HEIs) in the PhilippinesA 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.
8Figure 1:The Research Paradigm Stakeholders of HEIsAdministratorsSupport StaffGaining conceptual/theoretical understanding from stakeholdersIDEATION LEVELArriving at a Conceptual Framework for Internationalizing HEIs in the PhilippinesProposing a framework modelRESEARCH OUTPUTStudentsFacultyConceptions on an Internationalized HEIInternationalizing Process in HEIsAchieving practical insights from the processPRACTICAL LEVELFigure 1:The Research Paradigm
9Statement 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 countriesNumber of students from other countries to the PhilippinesNationalities of the countries enrolled in the PhilippinesPrograms of courses offeredAdmission of foreign studentsRequirements for students going outRetention policy for foreign studentsSpecial features of the programsYears of program completionYears of operation of the internationalization programFaculty trainings given
10Statement 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 instructionFacilities and supportCooperation and development assistanceDiversity income generationResearch collaborationInternational-intercultural understanding/networkingAcademic standards and qualityMobility and exchange for students and teachersInternational students’ recruitment
11Statement 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?
12Sampling 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.
13Research 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
14InstrumentsThe 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.
15Instruments1. Survey Questionnaire . This determines the internationalizing status, practices, and perceptions of the participating private HEI2. 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.
16InstrumentsThe instruments were content validated using triangulation technique with the following validators:The team of researchers representing 7 HEIs in ManilaA 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.
17InstrumentsThe 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 .
18DATA ANALYSISFor Problem 1To 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.
19DATA 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:ResponseNumerical CodeStrongly Agree4Agree3Disagree2Strongly Disagree1
20DATA 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 MeanMeaning3.5 to 4.0The specific group of respondents/stakeholders agrees strongly to the given statement explaining how to internationalize an HEI2.5 to 3.49The specific group of respondents/stakeholders agrees to the given statement explaining how to internationalize an HEI1.5 to 2.49The specific group of respondents/stakeholders disagrees to the given statement explaining how to internationalize an HEIThe specific group of respondents/stakeholders disagrees strongly to the given statement explaining how to internationalize an HEI
21DATA ANALYSIS For Problem 2 2 . Coding of the qualitative responses in the open-ended questionnaireThe dimensions in the 4-pt scale were used as initial themes of the qualitative responses. These are as follows:Curriculum and InstructionFacilities and Support SystemCooperation and Development AssistanceDiversity Income GenerationResearch CollaborationInternational and Intercultural Understanding/NetworkingAcademic Standards and QualityMobility and Exchanges for Students and TeachersInternational Students Recruitment
22DATA 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:
23Dimension of Internationalization and Indicators Sample Coding Scheme for Qualitative Responses in the Open-Ended QuestionnaireCodeDimension of Internationalization and Indicators1Curriculum and Instruction1.1The institution has an Inclusive Curriculum (i.e. courses are designed to allow students of different race, religion, culture, gender to learn together).1.2The institution has courses on foreign language (e.g. English, Spanish, Chinese, German, etc) to understand the people of other countries.1.3The 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)
24Dimension of Internationalization and Indicators Sample Coding Scheme for Qualitative Responses in the Open-Ended QuestionnaireCodeDimension of Internationalization and Indicators1Curriculum and Instruction1.4The institution has customized programs tailored-fit to the demands of different markets, agencies or corporations here and abroad.1.5The 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)1.6The institution has information and communication technologies that could facilitate efficient and effective learning (e.g. internet connection, e-library, tele-conferencing.)1.7The institution has its own laboratory to test theories or theorize from experiences
25Dimension of Internationalization and Indicators Sample Coding Scheme for Qualitative Responses in the Open-Ended QuestionnaireCodeDimension of Internationalization and Indicators1Curriculum and Instruction1.8The 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.1.9The institution mandates all faculty to utilize appropriate pedagogical approaches that underscore international understanding.1.10The institution has set in place a monitoring system that enhances internationalization in the campus.1.11Other ideas under the given dimension
26The Research OutputFramework for the Internationalization of Higher Education Institutions (HEIs) in the PhilippinesCurriculum and InstructionInternational Students RecruitmentDimensions ofInternationalizationMobility and Exchanges for Students and TeachersFacilities and Support SystemCooperation and Development AssistanceAcademic Standards and QualityInternational and Intercultural Understanding/NetworkingDiverse Income GenerationResearch Collaboration
27Outline 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
28Marilyn Ubiña-Balagtas Research #2DEVELOPMENT OF A RUBRIC IN INTERNATIONALIZING TEACHER EDUCATION INSTITUTIONS IN THE PHILIPPINES AND BEYONDMarilyn Ubiña-Balagtas(Lead Researcher)Co – ResearchersBill AtwehMarla C.PapangoZenaida Q. ReyesMarilou M. Ubiña
30Outline 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)
31Workshop: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.
32Workshop: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
33Thank you! Copyright @ 2011 MUBALAGTAS Note: If you are interested to use this material or quote anything from it, please acknowledge the source or ask permission for its use(Contact # or at