1. Apparel and Textile Education in the US— Is it International Enough? Dr. Marsha A. Dickson University of Delaware

2. Overview Background Curriculum analysis Survey of apparel and textile faculty Survey of apparel executives Social responsibility and sustainability education UD Fashion & Apparel Studies UG curricula before BIE

3. Background “ International” becomes a topic of discussion in the Field of Apparel and Textiles –1991 ITAA President’s Address (opportunities and challenges) “International experience is a critical need for faculty... Faculty need to be able to function in a global economy... The international dimension is critical for both faculty and students.” –Global trade and production emerges a new important subject for study Week long workshop at ISU

4. Background –1995 the textbook Textiles and Apparel in the Global Economy (Kitty Dickerson) is published Quest to hire an “international person” –“Tenure track, assistant/associate professor position in textiles and apparel with research and teaching specialization in international textiles and apparel marketing/merchandising or a related area.” (Ohio State University) –“Enhance international aspects of the apparel program.” (Kansas State University) Result?

5. Research on Internationalization 2002: Analysis of curricula of textile and apparel programs in the U.S. (Jin) –Over half did not offer ANY international course –Conclusion—strong evidence of the lack of international education occurring in the field

6. Research on Internationalization 2004 Survey of faculty in apparel and textile programs (Dickson & Hustvedt) –Teaching courses with international content (M=2.61, SD=1.32)* 60.6% = “not at all” or “infrequent” –Organizing/supervising study abroad (M=2.03, SD=1.62) 75% = “not at all” or “infrequent” * 1 = not at all, 5 = to a great extent

7. Research on Internationalization –Conducting research in international settings (M=1.91, SD=1.47)* 81.8% = “not at all” or “infrequent” –Attending conference sessions devoted specifically to international topics (M =2.26, SD=1.21) 73.6% = “not at all” or “infrequent” * 1 = not at all, 5 = to a great extent

8. Research on Internationalization 2005 survey of apparel executives (Yu & Jin) –Extent that college education is needed (1=not needed, 7=essential) Understanding international markets (~M=5.85) Global product development processes (~M=5.6) Global supply chain management (~M=5.4) Understanding other cultures (~M=5.2) Global sourcing (~M=5.2)

9. Research on Internationalization –Other/conclusions International education should focus on specific regions and be responsive to regional shifts in business International education should be a collective effort of the entire faculty, not just that of an individual instructor of one course

10. Social Responsibility and Sustainability Education in Apparel and Textiles Survey of apparel and textiles faculty in 2002 –Like international topics, left to individual instructors, not systematic and collective effort of faculty –Here are the problems—but not how to solve them

11. Survey Results TopicImportant to address Taught Working conditions87%54% Child labor80%46% Environmental degradation (recycling, etc.) 78%45% Wages76%0% Counterfeiting64%35% Labor unions63%32% Sustainable consumption55%31%

12. UD Curricula Before BIE ONE internationally-focused course –FASH 455 TEXTILES AND APPAREL IN THE GLOBAL ECONOMY 3 Overview of the global textile and apparel industries. Examines the United States textile complex and the United States market within an international context. PREREQ: FASH218, ECON151 or ECON152. Active travel study program for over two decades (Paris) Many faculty with international interests Depth in social responsibiltiy/sustainability limited to graduate certificate

13. Is Apparel and Textile Education in the US International Enough? NO!