[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597877-105":59,"doc-detail-597877-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-global-competency-in-us-higher-education-contributions-of-international-students","Developing Global Competency in US Higher Education - Contributions of International Students","","The article examines how international students support the internationalization of US higher education, situating transnational mobility and institutional practices within wider debates on global interconnectivity. It reviews key rationales—political, economic, academic, cultural and social—and discusses evidence that engagement is often not fully integrated in teaching and learning. The work argues international students are valuable natural resources for building global competency and outlines promising practices for campus integration that reorients prevailing approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-global-competency-in-us-higher-education-contributions-of-international-students/597877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-global-competency-in-us-higher-education-contributions-of-international-students/597877.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define internationalization in higher education?","Question",{"text":112,"@type":113},"It defines internationalization as activities that integrate an international, intercultural, or global dimension into post-secondary education purposes, functions, or delivery.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key rationales for internationalization does the article cite?",{"text":117,"@type":113},"It highlights four rationales: political, economic, academic, and cultural and social.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue international students matter for global competency in the US?",{"text":121,"@type":113},"It contends that these students can be rich resources for developing global skills and perspectives, even when they are marginalized under current practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597877,1792191740,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Developing Global Competency in US Higher Education:  \nContributions of International Students  \nInternational students are key players in realizing the goal of internationalizing US colleges and universities, particularly when it comes to engagement on issues of global significance. This article contextualizes the phenomenon of the internationalization of higher education and recent patterns of transnational mobility for international students, and then it examines internationalization on an institutional level, both the practices associated with this recognition of global interconnectivity and the discourses that accompany it. Though institutions have missed some opportunities to integrate international students into their teaching and learning communities, I argue that these diverse students are in fact rich natural resources for developing global competency in US higher education. This article concludes by highlighting some promising practices for integrating international students into teaching and learning environments on US campuses and emphasizing the importance of reorienting status quo approaches.  \nIntroduction  \nThere is little doubt that “internationalization” has become a  \nbuzzword on US college campuses, and literature highlights  \nan overall acceleration of internationalization activities (Altbach & Knight, 2007; Brustein, 2007; Hayward, 2000; Qiang, 2003) . The broader impetus for internationalizing US higher education is linked to participation in a diverse and interconnected global community (American Council on Education, 2012; Brustein, 2007; Hunter, White, & Godbey, 2006) . Such participation is driven by overlapping—and sometimes seemingly contradictory—purposes: the need to address global challenges; the need to compete in the global econo  \nThe CATESOL Journal 27.2 • 2015 • 5  \nmy; the need to protect our nation from threats and risks; the humanitarian need to support the world community as global citizens. Scholars have noted that the four key rationales for the internationalization of higher education are (a) political; (b) economic; (c) academic; (d) cultural and social (Childress, 2009; de Wit, 2002; Dolby & Rahman, 2008; Knight, 1997, 2004, 2006; Qiang; 2003). The political rationale aligns with the nation’s diplomatic or strategic interests, while the economic motivation relates to the preparedness of US graduates to compete in—and benefit from—the global marketplace. In academic terms, internationalization is thought to contribute to the overall quality of education, and socioculturally, cross-cultural learning and engagement is thought to equip individuals to interact thoughtfully and respectfully with those from diverse backgrounds.  \nAccording to the Institute of International Education (IIE), during the academic year 2013-2014, a record 886,052 international students engaged in study at US institutions, 8% higher than the previous year; California is the leading state for international student enrollment (IIE, 2014b), largely based on substantial international student populations at the University of Southern California (USC), the University of California, Los Angeles (UCLA), and the University of California, Berkeley (UC Berkeley). China, India, South Korea, and Saudi Arabia now comprise the top-sending countries of international students to the US, and the most popular fields of study among international students are Business and Management, Engineering, and Computer Science (IIE, 2013). Chow (2011) found that the US was the destination of choice for international students for three main reasons: the quality of its higher education systems, its diversity of schools and programs, and its welcoming environment for students. Though these students have their own motivations for matriculating at US colleges and universities, they in turn come to serve as a visible representation of institutions’ internationalization agendas. For the purposes of this article, the internationalization of higher ","cbCaing97tXA8Tis","https://ap.wps.com/l/cbCaing97tXA8Tis","pdf",577710,17,"English","# Introduction\n## Broad Economic, Cultural, and Strategic Benefits","[{\"question\":\"How does the article define internationalization in higher education?\",\"answer\":\"It defines internationalization as activities that integrate an international, intercultural, or global dimension into post-secondary education purposes, functions, or delivery.\"},{\"question\":\"What key rationales for internationalization does the article cite?\",\"answer\":\"It highlights four rationales: political, economic, academic, and cultural and social.\"},{\"question\":\"Why does the article argue international students matter for global competency in the US?\",\"answer\":\"It contends that these students can be rich resources for developing global skills and perspectives, even when they are marginalized under current practices.\"}]","Developing Global Competency in US Higher Education - Contributions of International Students | PDF",1792085874,43]