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Presenters: Edith L. Padama, Ph.D.

Arellano University

Marilyn Ubia-Balagtas, Ph.D.


Philippine Normal University

Co- Researchers

Editha L.Padama Arellano University Rosyl Arlene P. Alfuente Arellano University Ferdinand Lacuata National Teachers College Erlinda G Acierto Asian Social Institute Angelina C. Irapta PMI Colleges Edward Padama FEU East Asia College Archieval A. Rodriguez Arellano University Elsa H. Ruiz Asia Social Institute

A model for internationalization based on conceptions and actual practices of purposively selected 14 private HEIs in Manila that have foreign students.

A process of making the institution a venue for exchanges between its administrators, faculty, staff and students and those from other institutions of other countries in terms of academic, research, and cultural undertakings.

Stakeholders of HEIs
Students

Administrators Faculty

Conceptions of an Internationalizing HEI


Support Staff

Internationalizing Process in HEIs Achieving practical insights from the process PRACTICAL LEVEL

Arriving at a Conceptual Framework for Internationalizing HEIs in the Philippines Proposing a framework model RESEARCH OUTPUT

Gaining conceptual/theoretical understanding from stakeholders IDEATION LEVEL

Figure 1:The Research Paradigm

Statement of the Problem 1. How are HEIs involved in the study described as to the following aspects?
Number of the students from the Philippines to other countries Number of students from other countries to the Philippines Nationalities of the countries enrolled in the Philippines Programs of courses offered Admission of foreign students Requirements for students going out Retention policy for foreign students Special features of the programs Years of program completion Years of operation of the internationalization program Faculty trainings given

Statement of the Problem 2. What conceptions on internationalization can be gathered from the stakeholders of HEIs in NCR in terms of the following dimensions:
Curriculum and instruction Facilities and support Cooperation and development assistance Diversity income generation Research collaboration International-intercultural understanding/networking Academic standards and quality Mobility and exchange for students and teachers International students recruitment

Statement of the Problem


3. What internationalizing processes are set in place by the HEIs in order to realize the conceptions of internationalization by the stakeholders?

4. What conceptual framework for internationalizing private HEIs in the Philippines can be developed from the analyses of the stakeholders conceptions and practices?

Research Design: Descriptive-survey


Instrument: 4-pt Likert Scale and open-ended questionnaire validated using triangulation technique (experts on internationalization locally and internationally) with internal consistency reliability of 0.96 using Cronbach Alpha.

Selection of the Participating Institutions: Purposive Sampling Criteria for Selection a private HEI in Manila the institution is known to have foreign students the proximity of the institution to the researchers institution

Selection of the Respondents: Multi-stage


It is stratified because respondents come from four groups of stakeholders of the institution: fourth year undergraduate and graduate students, faculty, staff, and administrators. It is convenient because the number of respondents from each group of stakeholders was decided upon by the participating institution depending on their population and retrieved instruments. It is quota because the institution to be part of the study has to have a minimum of 10 and a maximum of 50 respondents.

Number of Surveyed Respondents


ID No.

Total
29 30 47 25 30 12 31

Students
18 19 34
12 19 12 15
13
15 11 40 20 11 19

Faculty
5 5 3
6 5 0 8
8
6 5 1 10 11 9

Staff 4 3 6 3 3 0 4
3
2 2 4 2 4 0

Administrators
2 3 4 4 3 0 4
3
2 3 2 5 2 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14

27
25 21 47 37 28 36

258 (61%)

82(19%)

40(9%)

45(11%)

425(100%)

Pre-data gathering - face to face meetings and brainstorming sessions for the crafting of the research proposal, validation of the instrument , and decisions on the actual conduct of the study . - pilot testing of the instrument to establish its reliability - emailing for the validation of instruments by the local and foreign experts and for the write-up of the research paper - actual administration and retrieval of instruments from 12 private HEIs in Manila

DATA ANALYSIS For Problem 1

To know the status of internationalization of the respondent institution supplied in the survey questionnaire, a frequency count for the qualitative responses was made and its equivalent percentage was computed.

DATA ANALYSIS
For Problem 2
To know the conceptions on internationalization of the stakeholders of the respondent institution gathered through the two-pronged questionnaire, the following steps were done: 1. Coding of responses in the 4-pt scale having all positive statements with responses coded as follows: Response Strongly Agree Agree Numerical Code 4 3

Disagree
Strongly Disagree

2
1

DATA ANALYSIS
For Problem 2
2 . Computing weighted mean of each indicator of a dimension of internationalization and interpreted using the scale range below:
Weighted Mean 3.5 to 4.0 2.5 to 3.49 1.5 to 2.49 1 -1.49 Meaning The specific group of respondents/stakeholders agrees strongly to the given statement explaining how to internationalize an HEI The specific group of respondents/stakeholders agrees to the given statement explaining how to internationalize an HEI The specific group of respondents/stakeholders disagrees to the given statement explaining how to internationalize an HEI The specific group of respondents/stakeholders disagrees strongly to the given statement explaining how to internationalize an HEI

DATA ANALYSIS
For Problem 2
2 . Coding of the qualitative responses in the open-ended questionnaire

The dimensions in the 4-pt scale were used as initial themes of the qualitative responses. These are as follows: 1. Curriculum and Instruction 2. Facilities and Support System 3. Cooperation and Development Assistance 4. Diversity Income Generation 5. Research Collaboration 6. International and Intercultural Understanding/Networking 7. Academic Standards and Quality 8. Mobility and Exchanges for Students and Teachers 9. International Students Recruitment

DATA ANALYSIS
For Problem 2

3 . Examining the qualitative responses under each dimension of internationalization and coded them using the indicators of the 4-pt scale as initial subthemes.

Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire


Code Dimension of Internationalization and Indicators 1 Curriculum and Instruction
1.1 The institution has an Inclusive Curriculum (i.e. courses are designed to allow students of different race, religion, culture, gender to learn together).
The institution has courses on foreign language (e.g. English, Spanish, Chinese, German, etc) to understand the people of other countries. The institution offers international/multicultural/global courses that may be a venue for understanding and appreciation of the culture of other countries ( e.g Multicultural Education, Global Education, Internationalization, World Geography, World Literature, Peace Education, Ecology/Environmental Education, and related topics)

1.2

1.3

Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire


Code Dimension of Internationalization and Indicators 1 Curriculum and Instruction The institution has customized programs tailored-fit to the demands of 1.4
different markets, agencies or corporations here and abroad.

1.5

The institution has programs delivered in different modalities that could allow students from other countries to take courses at their own time and place (e.g. Distance Education, Correspondence Education, Open University, University in the Air, Virtual Classrooms) The institution has information and communication technologies that could facilitate efficient and effective learning (e.g. internet connection, e-library, tele-conferencing.) The institution has its own laboratory to test theories or theorize from experiences

1.6 1.7

Coding Scheme for Qualitative Responses in the Open-Ended Questionnaire


Code Dimension of Internationalization and Indicators 1 Curriculum and Instruction 1.8 The institution provides the students special learning experiences like Field Trips or experiential learning experiences where they could appreciate the culture of other tribal groups or races. 1.9 The institution mandates all faculty to utilize appropriate pedagogical approaches that underscore international understanding. 1.10 The institution has set in place a monitoring system that enhances internationalization in the campus. 1.11 Other ideas under the given dimension

DATA ANALYSIS
For Problem 2

4 . Identifying other themes or dimensions of internationalization and other sub-themes or indicators of a given dimension out of the coded qualitative responses indicating Others.

DATA ANALYSIS For Problem 3


To know the internationalization processes that are set in place by the respondent HEIs supplied in the twopronged questionnaire, the institutions were asked to indicate whether they practice (coded 1) or not (coded 0) the given indicators of internationalization in the 4pt scale. Frequency count and its equivalent percentage was computed for all the quantitative responses of the 14 institutions. The coding scheme used to organize the qualitative responses for the practices was the same as that used for conceptions .

DATA ANALYSIS For Problem 4


To develop the framework for internationalizing private HEIs in the Philippines, the quantitative and qualitative responses in problems 1 to 3 were reanalyzed. The table that follows was referred to in making decisions on the elements of the framework.

Basis in Making Decisions Whether an Indicator is Included or Not in the Framework for Internationalization

Weighted Mean
3.5 to 4.0

Meaning
Almost all if not all of the stakeholders agree strongly to the given statement explaining how to internationalize an HEI

Decision
The given explanation on how to internationalize an HEI was included and placed first in the framework before those explanations rated agree only.

2.5 to 3.49

Majority of the stakeholders agree to the given statement explaining how to internationalize an HEI

The given explanation on how to internationalize an HEI was included in the framework but placed after those statements rated strongly agree.

Basis in Making Decisions Whether an Indicator is Included or Not in the Framework for Internationalization Weighte d Mean
1.5 to 2.49

Meaning
Majority of the stakeholders disagree to the given statement explaining how to internationalize an HEI

Decision
The given explanation on how to internationalize an HEI was modified based on the supported qualitative feedback of the respondents coded Other ideas and based on the reported processes that are set in place in the participating institutions.

1 -1.49

Majority of the stakeholders disagree strongly to the given statement explaining how to internationalize an HEI

The given explanation on how to internationalize an HEI was not included in the framework and replaced with conceptions drawn from the qualitative responses of the different stakeholders coded as Other ideas and based on the reported processes that are set in place in the participating institutions.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

Students from other countries enroll in AB courses, Nursing, Business Management Engineering, Dentistry and Chemistry.

Majority of these students are Chinese, Koreans, Thais, Arabs, and some Africans.
Most of the colleges and universities do not have an exchange program except for one school that offers MS in Public Administration and MS Media Culture.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

The admission requirements are previous school records, health certificate, aptitude test, and English proficiency test. An oral interview is likewise conducted.
Local students who go out are required to have very high grades as a requisite. In almost all the HEIs involved in the study, foreign students are enrolled in the mainstream program while one school has customized programs that answer the request of the counter part school abroad.

Normally the program is completed after four years of study, but for the customized program, one semester is required.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

The faculty who plays an important role in the implementation of the program does have some training through online graduate programs, seminars and workshops abroad, and must be proficient in the English language. Teachers who teach in programs with foreign students are at least MA or MS degree holder and have full-time permanent status.
In terms of salary, those who are teaching in the mainstream program receive the regular pay while those in customized programs receive double the regular rate of the faculty.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

Most of the HEIs have less than 500 foreign students except for one which has 661 enrollees. Most of these educational institutions have stated internationalization in their respective vision and mission statement. Fifty five percent of the administrators regard internationalization to be of low level of importance; 33% consider it of medium importance while 11% look at it as of high importance. Majority of the administrators do not spell out an institution-wide policy on strategic plan for internationalization.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

The following programs/strategies are implemented by the participating institutions: short-term language program, regular degree program, e-learning curriculum, double and/or joint program with foreign partner, and graduate and post graduate programs. A number of colleges and universities have designated the Dean or Director of the Academic unit to be responsible for the internationalization program and one university has a Vice President for International Programs who is accountable for the said program.

STATUS OF INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

No school has host courses offered by foreign HEIs and/or providers.


Only one institution offers joint degree programs with foreign HEIs. Two or 14. 29 percent of the participating institutions offer internationalization programs at the graduate level.

PERCEPTIONS ON INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS

The four stakeholders agreed on forty nine (49) items of the fifty one (51) indices of internationalization. Only two(2) items included in the nine (9) dimensions registered an interpretation of disagree. These are on:
The institution has a dormitory for local foreign students with complete amenities. The institution has international development projects funded by agencies abroad (Worldbank, UNESCO, ADB,Aus Aid, US-aide, etc)

CONCEPTIONS ON INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS Dimension 1. Academic Standards and Quality Mean 3.08 Interpretation Rank Agree 1.5

2. Facilities and Support System


3. Curriculum and Instruction 4. Cooperation and Development Assistance

3.08
3.04 2.92

Agree
Agree Agree

1.5
3 4.5

5. International and Intercultural Understanding/Networking


6. International Students Recruitment 7. Research Collaboration 8.Mobility and Exchanges for Students and Teachers 9. Diversity Income Generation

2.92
2.91 2.89 2.77 2.59

Agree
Agree Agree Agree Agree

4.5
6 7 8 9

PRACTICES FOR INTERNATIONALIZATION OF SAMPLED HIGHER EDUCATION INSTITUTIONS Dimension Mean Percentage Rank

1. Curriculum and Instruction


2. Facilities and Support System 3. Academic Standards and Quality 4. Research Collaboration

75%
68 % 64 % 54 %

1
2 3 4.5

5.Mobility and Exchanges for Students and Teachers


6. Cooperation and Development Assistance 7. International and Intercultural Understanding/Networking 8. International Students Recruitment 9. Diversity Income Generation

54 %
49 % 46 % 42 % 17 %

4.5
6 7 8 9

Framework for the Internationalization of Institutions


Curriculum and Instruction
International Students Recruitment Mobility and Exchanges for Students and Teachers Academic Standards and Quality

Facilities and Support System Cooperation and Development Assistance


Diversity Income Generation

Internationalization of HEIs

Research Collaboration

International and Intercultural Understanding/ Networking

Framework for the Internationalization of Institutions


This dimension with 10/15 indicators covers the content and delivery of the curriculum and educational programs of an HEI that is Standards being Academic internationalized Quality and including incentives and International and privileges that could be Intercultural availed of Understanding/ by foreign students andNetworking to faculty ensure quality learning.

Curriculum and Instruction

Framework for the Internationalization of Institutions


Dimension of Internationalization and Indicators

Curriculum and Instruction

This dimension covers the content and delivery of the curriculum and educational programs of an HEI that is being internationalized including incentives and privileges that could be availed of by foreign students and faculty to ensure quality learning.

1.1

The institution has an Inclusive Curriculum (i.e. courses are designed to allow students of different race, religion, culture, gender to learn together). The institution has courses on foreign language (e.g. English, Spanish, Chinese, German, etc) to understand the people of other countries.
The institution offers a course in Filipino for foreign students so they will understand the Filipino people. The institution sets English as the medium of instruction/ communication in the classroom and in all formal and educational gatherings.

1.2 1.3 1.4

1
1.5

Curriculum and Instruction


The institution offers international/multicultural/global courses that may be a venue for understanding and appreciation of the culture of other countries ( e.g Multicultural Education, Global Education, Internationalization, World Geography, World Literature, Peace Education, Ecology/Environmental Education, and related topics) The institution has customized programs tailored-fit to the demands of different markets, agencies or corporations here and abroad. The institution has programs delivered in different modalities that could allow students from other countries to take courses at their own time and place (e.g. Distance Education, Correspondence Education, Open University, University in the Air, Virtual Classrooms) The institution has information and communication technologies that could facilitate efficient and effective learning (e.g. internet connection, e-library, tele-conferencing.) The institution has its own laboratory to test theories or theorize from experiences

1.6 1.7

1.8 1.9

1 Curriculum and Instruction 1.10 The institution provides the students special learning experiences like Field Trips or experiential learning experiences where they could appreciate the culture of other tribal groups or races. 1.11 The institution mandates all faculty to utilize appropriate pedagogical approaches that underscore international understanding. 1.12 The institution has set in place a monitoring system that enhances internationalization in the campus.

1 Curriculum and Instruction 1.13 The institution has created a joint curriculum with
foreign universities

1.14

The institution regularly updates the syllabus of course offerings to capture the new trends and pressing issues around the globe that may have implications in education.

1.15

The institution gives special academic or nonacademic awards for foreign students with exemplar performance in the campus.

Framework for the Internationalization of Institutions


This dimension with 4/10 indicators covers the facilities, equipment/technologies, laboratories, centers/units Academic Standards or organizations that could and Quality support the needs of foreign students, faculty, International and and visitors in Intercultural an HEI that Understanding/ is being internationalized.
Networking

2. Facilities and Support System

Facilities and Support System This dimension covers the facilities, equipment/technologies, laboratories, centers/units or organizations that could support the needs of foreign students, faculty, and visitors in an HEI that is being internationalized.

2.1 The institution has classrooms equipped with state-of-the-art technologies. 2.2 The institution has its own library with complete, updated and materials both print and non-print.

Facilities and Support System


This dimension covers the facilities, equipment/technologies, laboratories, centers/units or organizations that could support the needs of foreign students, faculty, and visitors in an HEI that is being internationalized. The institution has provision for guidance and counseling of foreign students. The institution has a Center for Multicultural Education/Foreign Students Organization that serves as venue for the understanding of the culture of different nations The institution has a specific lounge for foreign students, faculty or visitors of the institution.

2.3 2.4

2.5

2
2.7 2.8
2.9 2.10

Facilities and Support System


foreign students on their studies. The institution has organizations for foreign students in the campus. The institution has an ecumenical chapel that is open to students of different religions. The institution has a Computerized Assessment Center that keeps or makes available evaluation instruments of different languages. The institution provides foster parents for foreign students

2.6 The institution has tutorial centers that could help the

Framework for the Internationalization of Institutions

3. Cooperation and Development Assistance

This dimension with 3/6 indicators focuses on the activities or efforts done by an HEI that is being Academic Standards internationalized to get the and Quality support and cooperation of other institutions, International and agencies, or organizations Intercultural abroad. Understanding/
Networking

3.

Cooperation and Development Assistance

This dimension focuses on the activities or efforts done by an HEI that is being internationalized to get the support and cooperation of other institutions, agencies, or organizations abroad.

3.1

The institution is engaged in international academic networks/alliance, consortia, or leagues with other universities and colleges in other countries.

3.2

3.3

The institution is engaged in formulating policies to achieve academic, scientific, economic, technological or cultural ties with other colleges and universities abroad The institution promotes cultural mutuality/ intercultural learning/ecumenical or inter-religious activities

3.

Cooperation and Development Assistance

This dimension focuses on the activities or efforts done by an HEI that is being internationalized to get the support and cooperation of other institutions, agencies, or organizations abroad.

3.4

3.5 3.6

The institution opens its programs to foreign students from less developed countries that have satisfied their entry requirements. The institution offers scholarships/grants for foreign students who come from less developed countries The institution has regular communication with partner institutions in other countries to update them or be updated of the performance, problems, or needs of their faculty and students under an exchange program.

Framework for the Internationalization of Institutions


This dimension with 4/6 indicators focuses on the strategies or techniques that could be employed by an HEI that is being internationalized to get Academic Standards funds from alternative and Quality sources or creative income generating projects that International and Intercultural could sustain or increase its level of Understanding/ Networking internationalization.

4. Diversity Income Generation

4.

Diversity Income Generation

This dimension focuses on the strategies or techniques that could be employed by an HEI that is being internationalized to get funds from alternative sources or creative income generating projects that could sustain or increase its level of internationalization.

4.1

4.2 4.3

The institution generates alternative sources of income like offering educational programs or creating publications patronized by institutions and industry abroad. The institution has projects that are sponsored by foreign agencies or institutions. The institution has a specific budget coming from its partner institution from other countries.

4.

Diversity Income Generation

This dimension focuses on the strategies or techniques that could be employed by an HEI that is being internationalized to get funds from alternative sources or creative income generating projects that could sustain or increase its level of internationalization.

4.4

The institution expands to accommodate students abroad (e.g. establishes campuses abroad, creates virtual classroom, etc).
The institution has stalls in the campus that could provide the basic or educational needs of foreign students as an additional source of income. (e. g. food stalls for different countries, souvenir shops, etc.) The institution promotes the expertise of its pool of experts or human resource that could be consulted online or face-to-face by students and faculty abroad but part of their professional fee/honorarium goes to the University Fund.

4.5

4.6

Framework for the Internationalization of Institutions


This dimension with 5/7 indicators focuses on the efforts of the institution to Academic Standards contribute to the body and Quality of knowledge about the global society and International Intercultural through collaborative research. Understanding/ Networking

5. Research Collaboration

5.

Research Collaboration

This dimension focuses on the efforts of the institution to contribute to the body of knowledge about the global society through collaborative research.

5.1

The institution leads research activities done in collaboration with educational institutions or industry in other countries. The institution conducts studies on international comparative education to understand differences between and among nations. The institution contributes to the growing body of knowledge through conduct of research. The institution has faculty, students or administrative staff who participates in international studies as researchers or respondents.

5.2

5.3 5.4

5.

Research Collaboration

This dimension focuses on the efforts of the institution to contribute to the body of knowledge about the global society through collaborative research.

5.5 5.6

5.7

The institution organizes international conferences where research studies are presented or disseminated. The institution contributes articles in refereed research journals published by international organizations. The institution has a faculty research exchange program with other universities abroad.

Framework for the Internationalization of Institutions


This dimension with 7/9 indicators focuses on the efforts of the institution to help Standards Academic and Quality promote understanding and respect of International and the culture Intercultural of different Understanding/ nations.
Networking

6.
International and Intercultural Understanding/ Networking

6.

International and Understanding/Networking

Intercultural

This dimension focuses on the efforts of the institution to help promote understanding and respect of the culture of different nations

6.1

6.2

6.3

6.4

The institution has programs and activities to promote intercultural understanding among all stakeholders within the campus The institution organizes multicultural activities participated in by institutions within ones country or by institutions from other countries. The institution has activities that promote understanding of different cultures in the country and beyond. The institution, its faculty, students or administrative staff are active members of international organizations

6. 6.5

International and Intercultural Understanding/Networking The institution has a Center for Multicultural Education/ Foreign Students Organization that serves as venue for the understanding of the culture of different nations. The institution has Memorandum of Agreements or Memorandum of Understandings with institutions from other countries. The institution participates in international assemblies or activities for the promotion of ones culture.

6.6

6.7

6. 6.8

International and Intercultural Understanding/Networking The institution provides opportunities for students, faculty and administrators to be actually immersed to the culture of other countries through exchanged/ twinning programs with foreign institutions to gain better understanding of the diverse cultures of people in the world. The institution has a website to understand the cultures of different nationalities of students, faculty, staff or administrators inside or outside the campus.

6.9

Framework for the Internationalization of Institutions


This dimension with 6/7 indicators focuses on the efforts of the institution Academic Standards to and Quality meet the national and International and international Intercultural standardsUnderstanding/ of quality education. Networking

7.
Academic Standards and Quality

7.

Academic Standards and Quality.

This dimension focuses on the efforts of the institution to meet the national and international standards of quality education.
The institution is at least level two accredited or ISO certified. The institution has well-defined standards that are benchmarked with national and/or international standards. The institution has faculty, administrators and staff with special trainings or exposures abroad. The institution has faculty and administrators who have high profile (i.e. recognized for their expertise here and abroad).

7.1 7.2 7.3 7.4

7.

Academic Standards and Quality.

This dimension focuses on the efforts of the institution to meet the national and international standards of quality education.
The institution is recognized in international society (e.g. cited in international publications as a good institution for learning). The institution has faculty and administrators who are recipients of scholarships, fellowships or grants abroad. The institution has stringent policy in accepting and retraining foreign students in a particular program of study

7.5

7.6 7.7

Framework for the Internationalization of Institutions


This dimension with 5/8 indicators focuses on the efforts of the institution to expose Academic Standards faculty and students to and Quality foreign students inside and outside the International and institution inIntercultural the Understanding/ country and beyond Networking

8.
Mobility and Exchanges for Students and Teachers

Mobility and Exchanges for Students and Teachers.

This dimension focuses on the efforts of the institution to expose faculty and students to foreign students inside and outside the institution in the country and beyond

8.1 8.2 8.3

The institution has students studying in other institutions abroad for some of their courses. The institution has foreign students studying in the institution. The institution has faculty members who taught abroad/trained and served as consultants abroad/attended international conferences.

8
8.4 8.5 8.6

Mobility and Exchanges for Students and Teachers.


The institution has faculty from foreign institutions who are teaching some courses for the students of the institution. The institution has visiting professors from other countries who do academic works in the institution. The institution has programs to assist/support international students and faculty ( e.g. tutorials, orientation, visa renewal assistance, scholarship programs The institution has access to online teaching by faculty in the institution abroad. The institution has faculty conducting online classes for students in other countries

8.7 8.8

Framework for the Internationalization of Institutions


This dimension with 4/5 indicators focuses on the Academic Standards efforts of theand Quality institution to recruit International and more foreign Intercultural students. Understanding/
Networking

9. International Students Recruitment

9
9.1

International Students Recruitment

This dimension focuses on the efforts of the institution to recruit more foreign students.

9.2

9.3

The institutions educational programs, course offerings, syllabi and policies for admission and retention of students are available online. The institution has computerized or online system in recruiting and enrolling international students. The institution has one-stop process in enrolling students.

9 9.4

International Students Recruitment

This dimension focuses on the efforts of the institution to recruit more foreign students.

9.5

The institution has efficient way for payment of fees (e.g. allows on-line payment of fees). The institutions academic programs are advertised in many forms like using foreign students as promoters of the institutions program to other students in their country of origin, keeping a network/tie up with other institutions to disseminate academic offerings, and attending international college fair.

Conclusions
1) Internationalization is already a part of the core of operation of HEIs in the National Capital Region; 2) At the conceptual level, the stakeholders of HEIs with foreign students share common conceptions of internationalization in higher education.

Conclusions
3. At the practical level, HEIs have unique and varied processes, strategies, and techniques of realizing their conceptions of internationalization.

4. The conceptual framework is developed based on the conceptions and practices articulated by the stakeholders from HEIs in the NCR.

Recommendation
Premised on the aforecited reasons, the research team strongly recommends the possible adaption, revision, modeling of the Conceptual Framework for Internationalizing Higher Education Institutions in the Philippines.

Thank you!