A road map to the Global University

If our government and our campuses are truly committed to quality education abroad opportunities for all students, we need to move to a system where the costs of education abroad - including the costs of maintaining an education abroad office - are built into tuition (or in the case of public universities and colleges, covered by tuition and state revenues) so that students attending institutions of higher education pay the same whether or not they participate in a learning abroad experience. PILLAR IV Foreign language proficiency is a requirement for all students and efforts are made to customize language instruction to fulfill every student's learning objectives. Gaining entry to our colleges and universities remains a priority for students around the world, for they perceive that a degree from a top-flight U.S. institution of higher education will not only equip them with a first-rate perspectives of immigrants vis-a-vis their country of origin, the U.S., and global processes are in many ways unique and would certainly enrich the classroom learning experiences of our students. Most importantly, immigrant communities can play a significant part in our desire to achieve foreign language proficiency for all students. [...]valuable resources are frequently expended on establishing a physical presence overseas without careful thought to how the presence benefits the institution, or on creating a partnership with a foreign institution without the partners sitting down in advance and asking what each expects to gain and how much each partner expects to contribute. A relationship initiated from complementary faculty...