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

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Presentation on theme: "MARILYN UBIÑA- BALAGTAS, Ph.D. Philippine Normal University, Manila Internationalization of Teacher Education: Framework, Process and Practice."— Presentation transcript:

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

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

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

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

5 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 Stakeholders of HEIs Administrators Support Staff Gaining conceptual/theoretical understanding from stakeholders IDEATION LEVEL Conceptions on an Internationalized HEI StudentsFaculty Internationalizing Process in HEIs Achieving practical insights from the process PRACTICAL LEVEL Arriving at a Conceptual Framework for Internationalizing HEIs in the Philippines Proposing a framework model RESEARCH OUTPUT 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. 1.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? 4.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 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 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. 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. - 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. - emailing 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 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. For Problem 1

19 DATA ANALYSIS To know the conceptions on internationalization of the stakeholders of the respondent institution gathered through the two-pronged questionnaire, the following steps were done: For Problem 2 1. Coding of responses in the 4-pt scale having all positive statements with responses coded as follows: ResponseNumerical Code Strongly Agree4 Agree3 Disagree2 Strongly Disagree1

20 DATA ANALYSIS For Problem 2 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 4.0The specific group of respondents/stakeholders agrees strongly to the given statement explaining how to internationalize an HEI 2.5 to 3.49The specific group of respondents/stakeholders agrees to the given statement explaining how to internationalize an HEI 1.5 to 2.49The specific group of respondents/stakeholders disagrees to the given statement explaining how to internationalize an HEI 1 -1.49The 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: 1.Curriculum and Instruction 2.Facilities and Support System 3.Cooperation and Development Assistance 4.Diversity Income Generation 5.Research Collaboration 6.International and Intercultural Understanding/Networking 7.Academic Standards and Quality 8.Mobility and Exchanges for Students and Teachers 9.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 CodeDimension of Internationalization and Indicators 1Curriculum and Instruction 1.1The 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) Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

24 CodeDimension of Internationalization and Indicators 1Curriculum 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 Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

25 CodeDimension of Internationalization and Indicators 1Curriculum and Instruction 1.8The 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 Sample Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire

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

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

28 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 Research #2

29 Please see another File 2File 2

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

31 1.Work individually or with those who come from the same institution. 2.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. Workshop:

32 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 Workshop:

33 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 # 09209532926 or email at mubalagtas @yahoo.com) Thank you!


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