名古屋高等教育研究 第５号 （２００５）

Internationalization of Higher Education:
Performance Assessment and Indicators
R. Michael Paige＜Abstract＞

This paper provides a conceptual overview of the internationalization of higher education and presents a set of performanceindicators for assessing internationalization. It begins by locatinginternationalization within the context of globalization and discussing the impact of globalization on tertiary education. The
paper continues with overviews of the concepts of performanceassessment, performance indicators, and a performance assessment model. It then presents a review of the global literature
on internationalization at the higher education level. The centerpiece of the paper is the author's internationalization model,
consisting of ten key performance categories, and the related
performance indicators.

The paper concludes with the observa-

tion that the internationalization of higher education is a complex process and represents a major educational reform.

１．Introduction
This paper is about the internationalization of higher education,a phenomenon that is occurring worldwide. In this era of globalization, there is pressure on universities to become more international in character. One purpose of this paper is to discuss what
internationalization means. There is also worldwide interest in theassessment of higher education. The Center for the Studies ofProfessor, College of Education and Human Development, University of Minnesota
99

Higher Education (CSHE) at Nagoya University has been actively
involved in studying this issue in the Japanese university context.
CSHE has done important work in identifying performance indicators that can be used as tools for assessing a university's overall
performance. This paper builds on the work done by CSHE byexamining performance assessment and performance indicators
specifically as they relate to the internationalization of higher education.
In this paper I will be addressing three research questions:
１．What are the most important dimensions of internationalization in the field of higher education ?
２．What are the components of the performance assessment
process ?
３．What are the key performance indicators regarding theinternationalization of higher education ?
In preparing this paper, I first examined the theoretical literatures on internationalization, in particular, works from Europe,
Canada, Australia, Japan, and the United States. Second, I
searched for actual examples of internationalization and its assessment at different universities around the world in order to determine how it is defined and measured. Third, I reviewed the concepts of performance assessment and performance indicators.
Fourth, I reflected on my own experiences as an international
educator for over 25 years at the University of Minnesota. During
those years, I have been able to observe and participate in many
internationalization programs in the areas of curriculum development, study abroad, international students and scholars, and theorganization of international education. I have attempted to synthesize all of these for the purposes of this paper.
The paper is organized into the following sections: A. Definitionsof globalization and internationalization. B. Overview of the conceptof performance assessment. C. Overview of the concept of performance indicators. D. Performance assessment model. E. Internationalization−Review of the literature. F. Internationalization model
100

Internationalization of Higher Education: Performance Assessment and Indicators−10 key performance categories. G. Internationalization performanceindicators. H. Internationalization index
２．Globalization and Internationalization
At the outset, it is important to differentiate the concepts ofglobalization and internationalization (Enders and Fulton, 2002).
Globalization can be defined as, a set of processes by which theworld is rapidly being integrated into one economic space (Gibson Graham, 1996, p.121; cited in Stromquist and Monkman, 2000,
p.4). It also refers to, the process and consequences of instantaneous world wide communication made possible by new technology.
The consequences include an explosive growth in the quantityand accessibility of knowledge and continually increasing integration and interdependence or world financial and economic systems (Grünzweig & Rinehart, 2002, p.7). Waters (1995) suggeststhat globalization is about the world economic, political, and cultural order.
All of these definitions point to the rapidly changing world thatwill be facing our students. That world, many argue, will require
graduates to possess broad international knowledge and strong intercultural skills in addition to the more traditional disciplinary
knowledge historically acquired a result of a university education.
Globalization has an impact on the university because it influences
what universities must teach to prepare students for their professional lives (Currie & Newson, 1998: Currie, DeAngelis, de Boer,
Huisman, Lacottte, 2003).
Whereas globalization is about the world order, internationalization is about organizations and institutions, such as universities.
Internationalization means creating an environment that is international in character−in teaching, in research, in outreach. It means
exposing students, for example, to knowledge about and from different parts of the world, and it means preparing them to communicate and work with people from other cultures and countries.
101

In the case of higher education, Internationalization at the national, sector, and institutional levels is defined as the process of
integrating an international, intercultural, or global dimension into
the purpose, functions or delivery of postsecondary education(Knight, 2002. p.1).
Ellingboe (1998, p.199) expands the scope of Knight s definition
by stating that, Internationalization will be defined as the processof integrating an international perspective into a college or university system. It is an ongoing, future oriented, multi dimensional, interdisciplinary leadership driven vision that involves many stakeholders working to change the internal dynamics of an institution
to respond and adapt appropriately to an increasingly diverse,
globally focused, ever changing external environment. This complex definition suggests that there are many dimensions of internationalization and that it is a dynamic process of institutionalchange. Later in this paper, I will present an internationalization
model that identifies these dimensions. Let us now turn to performance assessment.
３．Performance Assessment in Higher Education
At a time when public and private institutions are being held
ever more accountable by the public and various stakeholder
groups, performance assessment has become an increasingly important topic (Brennan and Shah, 2000). Erwin (199, p.15; cited in
Brown & Glasner, 1999, p.31) defines it as a process that consistsof, defining, selecting, designing, collecting, analyzing, interpreting,and using information... The ultimate purpose of the assessment
process is to improve the performance of the institution relative
to its goals and objectives. The assessment process enables the institution to determine what kind of progress it is making toward
the achievement of those goals and objectives. In the area of internationalization, the Organization for Economic Co operation andDevelopment (OECD) (Knight & de Wit, 1999) has presented the102Internationalization of Higher Education: Performance Assessment and Indicators

Internationalization Quality Review Process (IQRP), which is described elsewhere by Knight (2002, p.1) as, a process whereby individual institutions of higher education assess and enhance thequality of their international dimension according to their own
stated aims and objectives. IQRP assessments involve internationalization policies, support structures, academic programs, grants
and contracts, students, research and scholarly collaboration, andhuman resource development programs and opportunities. The
IQRP process frames the assessment in terms of the context forinternationalization and then proceeds to examine these specificareas.
４．Performance Indicators
Performance indicators are tools that are used in the performance assessment process. The Association of Universities and Colleges of Canada (AUCC, 1995a, p.3) defines a performance indicator as, a policy relevant statistic, number or qualitative descriptionthat provides a measure of whether the university, some aspectof it, or the university system is performing as it should. USAID's
Center for Development Information and Evaluation (1996, p.1) states
that, Performance indicators...define the data to be collected tomeasure progress and enable actual results achieved over time tobe compared to be compared with planned results. Performanceindicators are operational units of analysis, ways of measuring in
discrete ways the performance of the institution.
５．Internationalization: Review of the Literature
There is a small but growing literature on the internationalization of higher education, noteworthy examples of which include
Callan (2000), Crowther, Joris, Otten, Nilsson, Teekens, and Wachter (2000), Ellingboe (1998), Green and Olson (2003), Grunzweig
and Rinehart (2002), Knight and De Wit (1999), Mestenhauser and103

Ellingboe (1998), Mestenhauser (2000a, 2000b, 2002), Paige (1993),
and Siaya and Hayward (2003). The literature review identified numerous aspects of internationalization. I was most interested indiscovering the commonalities across countries and organizations.
Twelve items from the literature that I found particularly insightful and helpful are summarized in Appendix A and I will discussthem in this section. Ellingboe s (1998) six dimensions of internationalization are the result of two major research studies she has
conducted of U.S. universities. Five of these dimensions−faculty
involvement in international activities, an internationalized curriculum, study abroad, international students and scholars, and college
leadership−appear in almost all of the internationalization documents and as such represent key components cross−nationally.
Knight and de Wit (1999), the authors of the OECD document on
IQRP, identify many of the same dimensions, although they are
categorized somewhat differently. Leadership here is embodied ininternationalisation strategies and policies as well as organizational
support. Academic programs and students are combined. Faculty
involvement is captured by the concept of research and scholarly
collaboration. To these, the authors add context, human resource
management, and outreach in the form of contracts and services
to the list.
Paige and Mestenhauser (1999) focus specifically on the curriculum and provide us with a very detailed account of characteristics
that in their view make the curriculum more or less international.
Internationalized curricula provide learning opportunities that are,among other things, intercultural, interdisciplinary, comparative,
global, and integrative in character. Mestenhauser (2002), taking
the broader view of internationalization, adds additional factorsthat need to be taken into account including mechanisms formonitoring and evaluating the process, budget and resource allocation, promotion and publicity, incentives for student participation
in international activities, and structures to sustain internationalization.
104

Internationalization of Higher Education: Performance Assessment and Indicators

Professional associations in the U.S. and elsewhere have weighed inwith their perspectives on internationalization. The AUCC (1995b)
identified institutional policy, academic policy, research opportunities, community outreach, as well as provincial and federal policies
as key elements in international education. The American Council
on Education (ACE) has been very active in conducting state of
the art studies pertaining to internationalization and has been oneof the most influential higher education organizations in this area.
In a recent ACE document, Internationalizing the Campus: A User'ｓ Guide (Green and Olson, 2003), the authors identify eight dimensions, reaffirming what has been mentioned in other studies.
ACE pays particular attention to the important of finding synergy
and connections among the different internationalization activities.
ACE also specifies the ways in which the institution can support
internationalization by means of an articulated mission/goals/vision, a strategic plan, and international structures and policies.
This literature review also included an examination of the internationalization approaches taken by specific universities, five of
which will be mentioned here as well as one university consortium. The University of British Columbia in Canada has prepareda document entitled, Bridge to the 21st Century: Internationalization at UBC (University of British Columbia, 2000), that lays out
five areas of emphasis: people and personnel; the recruitment ofinternational scholars, students, and researchers; international research initiatives; funding resources; and an international mission,
principles, and priorities for the university. Paige (2003) presents acase study of the University of Minnesota in the U.S. in which hedescribes 25 plus years of internationalization projects in the areasof international students and scholars, the curriculum, faculty participation in international activities, internationalization of co curricular units (e.g., residence life), study abroad, and the leadershipaspects of internationalization that have helped sustain these efforts. An Australian university, the University of Ballarat (2003), is
one of the few institutions that has actually development key per105

formance indicators for what it terms international reach. There
are specific indicators in the areas of international students, international student income, exchange students, international experience of staff, and the international relevance of the curriculum.
Another Canadian university, the University of Regina (2003), established a Task Force on Internationalization. The task force organized internationalization around three major areas: teaching, research, and service. These three correspond with the fundamental
mission of North American universities; in this instance, they are
given an international character. The fourth area is the organizing
principle of having an international mission and vision. The fifth
and final university to be discussed is Malmo University in Sweden. Malmö is an interesting case because it is a relatively new
university that has had a strong international dimension since thebeginning. According to Nilsson (2003), Malmö has emphasized thefollowing in its attempts to create itself as a distinctively international university: an internationalised curriculum, study abroad forstaff and students, staff and student development programs, faculty international involvement, and bilingualism among its faculty,
staff and students, and an Internationalisation at Home (IaH) program. IaH is a feature of Malmö University that has received agreat deal of attention in Europe and elsewhere. The IaH concept
is that internationalization cannot rely entirely on mobility (study
abroad) schemes, but must take into account the fact that the majority of students will not be studying abroad. Hence the university must find ways to provide international learning experiences
for those who stay at home. Malmö places a great deal of emphasis on the curriculum for this purpose through language education,interculturally oriented courses, field experiences in the surrounding immigrant community, and so forth.
The International Fifty Consortium (Marden and Engerman, 1992)
is a group of 52 private, liberal arts colleges, four year U.S. colleges that have made internationalization one of their top priorities. Established in 1991, each member institution had to meet cer106

Internationalization of Higher Education: Performance Assessment and Indicators

tain qualifications including high percentages of: international students in the student population, students who study abroad, faculty members who participate in international teaching and research, undergraduates awarded degrees in international fields,
and alumni who go on to get advanced degrees in international
fields.
Let me close with some observations about international education in Japan, the country where I lived and worked for six
months in 2003 2004. As the literature makes clear, Japan has
taken a somewhat different and more focused approach by seeking to stimulate internationalization through a strong international
student presence (cf.Ebuchi, 1989; Ebuchi, 1997; Horie, 2002, 2003;
Umakoshi, 1997). The 100,000 Plan , launched in 1983, establishedthe goal of bringing 100,000 international students to Japan by theyear 2000. From a theoretical perspective, international students
would drive the process; Japanese students would gain new perspectives through their interactions with these incoming internationals, classrooms would become more international learning environments, universities would have to develop appropriate support
infrastructures, and so on. While the target was attained in 2001,
but there have been many questions raised about the efficacy of
relying primarily on this one sector to promote internationalization. Now that Japan has attained the 100,000 target, it will bemost interesting to see how internationalization progresses in theyears ahead.
６．Internationalization Model: Key Performance Categories
In this section, I present an internationalization model in figure1
below that synthesizes the findings from the literature review.
Figure 2 includes ten performance categories that can be operationalized and subjected to a performance assessment. The model
begins with university leadership , meaning persons at different
levels in the university who provide leadership and support for in107

ternationalization. Leadership at the top from the university President or Provost is a critical part of the overall leadership picture,
but there must also be leadership at other levels in the faculties,
departments, and other units. The second category, the strategicplan , is critical because it gives voice and form to internationalization. As mentioned earlier, the strategic plan consists of goals,
objectives, inputs, activities, and specific targets and timelines. A
good strategic plan is an indispensable part of internationalization.
Referring to strategic planning in the College of Education and Human Development at the University of Minnesota, Paige (2003) statesthat the planning documents developed in 1991, guided internationalization throughout the 1990s and gave a strong sense of purpose and focus to the [International Education] committee s work(60). Similarly, the institutionalization of international education ,the third dimension, is critical because is makes internationalization sustainable. If the university has a governance structure forinternationalization, the possibilities are greater that the process
will succeed. The fourth dimension− an infrastructure for international education −refers to the presence of professional staff andunits responsible for specific aspects of internationalization such as
international students and scholars, study abroad, international
grants and contracts, and faculty development. In many countries,
these are now recognized as highly specialized activities that require professional staff with proper academic training and years ofinternational education experience.
The literature is very consistent in placing the curriculum , thefifth category, at the heart of the internationalization effort. Universities are ultimately about students and what they learn. The
curriculum is thus the embodiment of a university s philosophy ofwhat a higher education means. If teaching and learning is international in character, the message being transmitted is that internationalization is valued, that students will leave the university
having been given numerous learning opportunities such as second language and study abroad experiences. International students108Internationalization of Higher Education: Performance Assessment and Indicatorsand scholars , the sixth category, can play a very important rolein internationalization, in particular, through their interactions withhost country students inside and outside of the classroom. If they
are properly supported by professional staff and given assistancein being integrated into campus life, their impact can be evengreater. The seventh component is study abroad . The literature I
reviewed and the universities I examined are consistent in identifying study abroad as a major focus of internationalization. Linking study abroad to the curriculum rather than leaving it at themargin is one of the keys to successful study abroad programming.
Figure1. Internationalization Model: Key Performance Categories
１．University Leadership for Internationalization
２．Internationalization Strategic Plan
３．Institutionalization of International Education
４．Infrastructure−Professional

International Education Units andStaff
５．Internationalized Curriculum
６．International Students and Scholars
７．Study Abroad
８．Faculty Involvement in International Activities
９．Campus Life−Co−Curricular Programs
１
０．Monitoring the Process

The eighth area is faculty involvement in international activities . Faculty members are integral to the curriculum; the more
involved they are in international activities, the more likely it isthat they will incorporate an international dimension into theircourses and work effectively with international students, among
other things. Universities that support faculty participation in international conferences, research sojourns abroad, and similar international activities will be investing both in faculty development
and the broader internationalization of the institution. Campus lifeand co curricular programs , the ninth dimension of internationali109

zation, pertains to the environment on campus outside of theclassroom. Are there international events occurring on campus (e.
g., music, dance, lectures) ? Are there places for international andhost country students to meet informally and socially ? Are there
clubs and organizations for student interested in international issues ? Are there residence halls that promote international learning ? Having an international atmosphere on campus can make animportant contribution to internationalization. The tenth and final
dimension is monitoring the process . It is important to havemonitoring systems in place to track the progress of internationalization. If no one is responsible for developing performance indicators, collecting data, interpreting data, and making suggestions
for improvement, it will be to accomplish the internationalization
agenda.
７．Performance Indicators in International Education
In the closing section of this paper, I present a set of international education indicators that can be used in a performance assessment. These indicators can be examined in several ways.
First, does the indicator exist or not, e.g., Is there an International
Student Office or not ?
Second, many of these indicators canserve as a benchmark by added the question, Has there been an
increase or decrease in X (e.g., the budget) during the past year ?
How much was it ? Third, a qualitative and more descriptive dimension can be incorporated into the assessment by asking, What
are the specific characteristics of X (e.g., the criterion for hiring
international education staff) that make X(the International Offices)international in nature ? The performance indicators are presented in the Appendices 1 10.
At the conclusion of this research process, I must state the I
am in agreement with Ellingboe (1998) and other authors that internationalization is on ongoing, system wide, a very complex process, one that actually is very much a part of higher education re110

Internationalization of Higher Education: Performance Assessment and Indicatorsform. As such, it is not something that can be done quickly or easily or for that matter inexpensively. But those many international
educators, international students, and domestic students that I
have worked with, taught, advised, and spoken to over the years,
make it clear to me that internationalization is worth the effort.

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Appendix A. Internationalization Concepts
Ellingboe (1998)

Knight and de Wit (1999)

１．College leadership
２．Faculty involvement in international activities
３．An internationalized curriculum
４．International study/research opportunities for students
５．International students and scholars well integrated into campus
life
６．Internationalized student affairs/
co curricular units

１．Context
２．Internationalisation strategies/policies
３．Organizational and support structures
４．Academic programs and students
５．Research and scholarly collaboration
６．Human resources management
７．Contracts and services

Paige & Mestenhauser (1999)

Mestenhauser (2002)

１．Integrative dimension
１．Comprehensive international education policy
２．Intercultural dimension
３．Interdisciplinary dimension
２．Monitoring and evaluation mechanisms
４．Comparative dimension
５．Transfer of knowledge and and ３．Strategic plans
technology dimension
４．Governance structures
６．Contextual dimension
５．Budget/resource allocation
７．Global Dimension
６．Faculty development programs
７．Internationalized curriculum
８．Incentive system for student participation in international education
９．Promotion and publicity about international education
１０．Sustainability

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Internationalization of Higher Education: Performance Assessment and Indicators

AUCC (1995b)

ACE (Green & Olson, 2003)

１．Institutional administrative policy
２．Academic policy
３．Research opportunities
４．Community service and extracurricular activities
５．Provincial policy
６．Federal policy

１．Articulated commitment: mission,
goals, vision
２．Strategy/strategic action plan
３．Structures, policies, and practices
４．The curriculum and co curriculum
５．Study and internships abroad
６．Engagement with institutions inother countries
７．Campus culture
８．Synergy and connections among
discrete activities

University of British Columbia Canada (2000)

University of Minnesota USA (Paige,
2003)

１．People and personnel
２．Recruitment (international scholars, visiting researchers)
３．Research initiatives in an international context
４．Resources: access tointernational
funding
５．International awards and funding
sources
６．Mission, principles, and priorities
priorities

１．Integration of international students and scholars in university life
２．Internationalized curriculum
３．Faculty participation in international activities
４．Internationalized co curricular units/
infrastructure for international education
５．Leadership supportive of international education
６．Study abroad programs

University of Ballarat Australia (2003)

University of Regina Canada (2003)

１．International students
２．International student income
３．Exchange students(in bound and out bound)
４．International experience of staff
５．International curriculum

１．Teaching
２．Research
３．Service
４．Internationalization mission and vision

115

International 50 USA(Marden & Engerman, 1992)

Malmö University Sweden

１．Students abroad
２．International students
３．Faculty involvement in international activities
４．Undergraduate degrees awarded
in area studies, international studies,and foreign languages.
５．Alumni who earn Ph.D. s in areastudies, international studies, andforeign languages

１．Internationalised curriculum
２．Staff and student mobility
３．Staff and student development
４．Internationalisation at home
５．Faculty involvement in international activities
６．Bilingualism (English and Swedish)of faculty, staff, and students(Nilsson, 2003)

Performance Indicators: 1. University Leadership for Internationalization
Ａ．Mission Statement
The university s mission statement includes international
education.
The university s mission statement sets international education as a university priority.
Ｂ．Promotion and Publicity
The university has written materials describing international education opportunities for faculty, staff, and students.
The university President mentions international educationin speeches.
Ｃ．BudgetThe university has a budget for international activities,
staff, and offices.
Ｄ．Leadership Positions
The university has a cabinet level administrative position
for international Education.
Ｅ．Promotion and Tenure
Faculty members get promotion and tenure credit for international activities.
Faculty and staff hiring criteria include the international
experience.

116Internationalization of Higher Education: Performance Assessment and Indicators

Ｆ．Student Recruitment
The international education dimension of university life isused in student recruiting

Performance Indicators: 2. Internationalization Strategic Plan
Ａ．Goals
The plan sets international education goals for the university.
The plan set international education goals for faculties anddepartments.
Ｂ．Objectives
The plan sets objectives for the university.
The plan sets objectives for faculties and departments.
Ｃ．Inputs
The plan provides budget resources for international activities.
The plan provides staff resources for international activities.
Ｄ．Activities
The plan lists specific internationalization activities for theuniversity.
The plan lists specific internationalization activities for faculties and departments.
Ｅ．Timelines and Targets
The plans establish timelines and targets for internationalization.

Performance Indicators: 3. Institutionalization of International Education
Ａ．Committees
The university establishes a university−wide committee responsible for international education.
The university establishes faculty and department committees responsible for international education.
Ｂ．Accountability Structures
The university has a delegated officer responsible for datacollection and analysis regarding international activities.

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The university has a delegated officer responsible for theachievement of timelines and targets.
The university has a monitoring procedure in place for assessing the progress regarding internationalization.

Performance Indicators: 4. Support Infrastructure−Professional
International Education Units and Staff
Ａ．International Students and Scholars
The university has an international student and scholar office (ISSO)
The university has qualified professionals running the ISSO
Ｂ．Study Abroad
The university has a study abroad office (SAO).
The university has qualified professionals running the SAO.
Ｃ．International Exchanges, Projects, Grants, Contracts
The university has an international programs office (IPO)tosupport university initiatives.
The university has qualified professionals running the IPO.

Performance Indicators: 5. Internationalized Curriculum
Ａ．International Majors
The university has undergraduate majors that are international in character such as area studies, international studies, and foreign languages.
The university has graduate majors that are international
in character.
Ｂ．International Minors
The university has undergraduate minors that are international in character.
The university has graduate minors that are international
in character.
Ｃ．International Courses
The university has core curriculum international course requirements for undergraduate (e.g., international politics).

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Internationalization of Higher Education: Performance Assessment and Indicators

The university has international course requirements forgraduate students.
Ｄ．Languages
The university has a second language requirement for undergraduates.
The university has an undergraduate language proficiency
graduation requirement.
The university has a second language requirement for
graduate students.
The university has a graduate studies language proficiency
requirement.
Ｅ．Scholarships and Awards
The university has scholarships and awards for undergraduate students to study abroad.
The university has scholarships and awards for graduate
students to conduct research abroad.
Ｆ．Resources
The university has an international education curriculum
committee.
The university has a budget for international course development.
The university has a faculty grant program for international curriculum development.
The university provides faculty release time for international curriculum development.

Performance Indicators: 6. International Students and Scholars
Ａ．International Student Recruitment
The university has scholarships and awards for international students.
The university has a recruitment strategy for international
students.
The university has tuition waivers for eligible international
students.
Ｂ．International Student Support
The university has an international student office and advisors.

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The university has an arrival orientation program for international students.
The university has a professional second language programon campus for international students.
Ｃ．Integration of International Students into University LifeThe university has academic programs that utilize international students as learning resources.
The university has co curricular programs for international
students (e.g., homestay programs).

Performance Indicators: 7. Study Abroad
Ａ．Academic Study Abroad
The university has study abroad programs for academic
credit.
Ｂ．Work and Tourism Abroad
The university has non academic programs abroad such as
work and tourism programs.
Ｃ．Specialized Academic Study Abroad
The university has academic study abroad programs designed for specific departments and faculties.
Ｄ．Study Abroad Requirements
The university has a # of departments and faculties withstudy abroad requirements.
Ｅ．Exchange Agreements
The university has study abroad exchange agreementswith partner universities abroad.
Ｆ．Student Support
The university has scholarship for study abroad students.
The university has pre departure, in country, and re entry
programs for study abroad students.

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Internationalization of Higher Education: Performance Assessment and Indicators

Performance Indicators: 8. Faculty Involvement in International Activities
Ａ．Faculty Support
The university provides travel support for faculty to attend
conferences abroad.
The university provides funding for faculty to lead study
abroad tours and programs.
The university provides orientation programs for faculty interested in teaching and conducting research abroad.
Ｂ．Exchange Agreements
The university has exchange agreements with partner universities that enable faculty members to work abroad.
Ｃ．International Grants and Contracts
The university provides release time for faculty to work on
international grants and contracts.
The university provides release time for faculty to work on
university sponsored development assistance projects.

Performance Indicators: 9. Campus Life/Co Curricular Programs
Ａ．Campus Life Office
The university has a campus life office responsible and theinternational aspect of campus life is among its responsibilities.
Ｂ．Student Organizations
The university has student organizations with an international focus (e.g., nationality clubs)
The university provides funding for student organizations
to sponsor international activities.
Ｃ．Campus Programs
The university offers international and intercultural programs on campus.
The university offers international leadership opportunities
for students.
The university has a career development center with international job placements and advising.
The university has residence facilities where internationaland domestic students can live together.

121International cuisine is served in the cafeteria.
There is an international lounge for informal interactions international students.

Performance Indicators: 10. Monitoring the Process
Ａ．Performance Assessment Process
The university has a formal performance assessment process
in place.
The university has designated officers for performancemonitoring.
Ｂ．Performance Indicators
The university has developed performance indicators for internationalization.
Ｃ．Performance Reviews
The university holds internal performance reviews of internationalization activities annually.
The university conducts external reviews of its internationalization activities every 5 to 10 years.
The university has established a performance reporting
timetable.
The university has a governance structure responsible forreviewing the annual reports, making suggestions for future activities, and making suggestions for revisions of thestrategic plan.

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