This annual report from the IIE details the number of international students studying here as well as American students studying abroad. For international students, accompanying data focuses on country of origin, the top universities hosting these students, their field of endeavor, their academic level, and their primary source of funding. Similar figures are given for American students abroad with some additional tables of interest; i.e., duration of study, students with disabilities. An executive summary is a useful adjunct to these presentation; it shows that once again the New York metropolitan area is the top destination for international students.
This unfortunate outcome, in the face of great support for retaining this program, is outlined here.
According to this chart issued by the National Humanities Alliance, the 2018 budget reduces all funding for International Education, Title VI, and Fulbright-Hays to zero.
Published under the auspices of the Boston College Center for International Higher Education, this journal “… publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world. Each edition also includes short abstracts of new books and other publications of relevance to the global higher education community.” (Focus and Scope) The articles tend to be brief, and I find the lack of supporting bibliographies/documentation frustrating; however, given these drawbacks, this title does give you access to what is occurring in the field throughout the world.
This 2002 report, authored by Sheila Biddle (biography, page 5), stated that “Translating the rhetoric of internationalization into reality is a complex enterprise, and it can be an expensive one. Recommendations for new structures and programs are a beginning; implementing them entails negotiation, persuasion, and compromise. Ultimately, the plan put in place must reflect the university’s particular history and culture; failure to respect the institutional context puts the initiative at risk.” (10) Over the course of months, she visited various campuses and heard from faulty and administrators about the internationalization process, its pitfalls, obstacles, and successes. The report investigates the role of foreign language requirements, area studies, reorganization of schools, and various other issues of significance. The “Observations and Conclusions” section (122+) should be read if time does not allow a thorough review of this most relevant document.
Hosted by the Inter-Association on Campus Internationalization, this site offers relevant publications from a select group of organizations with an avowed interest in internationalization. Ranging from assessment to the introduction of disruptive models to campus toolkits, this section should not be ignored by those undertaking such a process. Worth the time to stop by and peruse.
One could do worse than visit the Internationalization and Global Engagement section of the ACE site. Here you will find reports on initiatives both in the United States and abroad.