Additional Information on Report Card Metrics
SUNY and the World
NYS International Exports, Job Creation, and Average Wages
In an increasingly globalized economy, SUNY recognizes the importance of getting students hands-on experience bridging cultural gaps in order to bring more business to New York. In order to measure the success of this, New York’s exports to the international community are reported as well as job creation rates and wage rates which reflect the state of New York’s economy.
International student enrollment—in terms of numbers of students from each sending country and these students’ field of study—is a readily available measure of internationalization. For many years, SUNY campuses, particularly the university centers, have attracted large numbers of international students, especially graduate students in the STEM fields due to the lack of qualified domestic applicants. SUNY’s experience in this regard parallels national trends. These international students have thus played a critical role in sustaining and enhancing the educational and research endeavors of these programs.
While international students do not by themselves internationalize a campus, they do help diversify the student body and influence their domestic counterparts in both the classroom and extracurricular environments. In addition to their contribution as a revenue stream (paying non‐resident tuition, which is more than double the resident tuition), international students bring distinctive intellectual backgrounds and perspectives to SUNY and help foster a more cosmopolitan learning environment for all. For many students from New York State who are unable to study abroad, interactions with international students is a key part of their “internationalization at home.”
Those campuses not currently participating in the annual Open Doors census should do so each year to help achieve better overall international student counts in SUNY as well as enhanced measures of economic impact based on them.
Students Enrolled in Foreign Language Courses
Enrollment in foreign language courses is one basic measure of the internationalization of SUNY students. Foreign language acquisition remains the most important, substantive vehicle for gaining knowledge of other cultures and perspectives as well as cross‐cultural skills—essential features of the global competence that SUNY students must possess if they are to succeed in a globalized marketplace and career environment increasingly characterized by multiple languages and cultures. Despite a two‐ or three‐semester foreign language requirement at many SUNY campuses because it is not required at all campuses, the actual foreign language acquisition in the sense of proficiency in the target language is a relative rarity among SUNY undergraduates, and most graduate programs in SUNY do not award credit for undergraduate coursework in a foreign language taken during graduate studies. Course offerings at some of the smaller colleges tend to be restricted to Spanish and French. Among SUNY students who achieve proficiency in a foreign language, many do so through an immersive study abroad experience in a country where the target language is the primary spoken language. Hence, foreign language enrollment data has to be evaluated in a granular, nuanced fashion, in terms of the numbers of students achieving learning outcomes associated with at least third‐year (300‐level) courses.
Prestigious Externally Awarded International Scholarships for SUNY Students
This is a sub-metric for Education Abroad and counts the number of SUNY students awarded prestigious international scholarships, such as Fulbright, Boren, Gilman, Truman, Marshall, Gates, and Rhodes. Student success in this domain reflects not only SUNY’s academic excellence but also its capacity to prepare students with the global knowledge and skills needed to be highly competitive in applying for these prestigious awards.
Harnessing the Impact of International Students
Higher education is now one of the top service sector exports of both the United States and New York State. Although only a small percentage of SUNY’s enrollment is currently international, these students already have a major economic impact. In addition, many international students in SUNY go on to practical training and internship programs, lending their expertise to companies and organizations engaged internationally. As SUNY takes steps to increase international enrollment system‐wide as part of its internationalization plan, the economic impact will grow substantially.
Economic impact of international students is drawn from the data compiled annually by NAFSA: Association of International Educators, based on tuition figures from Wintergreen Orchard House, enrollment figures from the Institute of International Education's Open Doors report, living expenses calculated from Wintergreen Orchard House figures and analysis of the data by Jason Baumgartner at Indiana University Bloomington’s Office of International Services
In conjunction with the annual census of international students in the Department of State‐sponsored Open Doors report prepared by the Institute of International Education and released each November during International Education Week, NAFSA: Association of International Educators commissions and publishes an economic impact analysis prepared by Jason Baumgartner of Indiana University. For every institution reporting international enrollments in Open Doors, the NAFSA report calculates the economic impact of these students in terms of tuition and fees, costs of textbooks and incidentals, living expenses, dependent costs, and any federal, state and institutional support offsetting these costs. The report tabulates the economic impact at the institutional, county, state and national levels.
Economic Impact of International Activity
The Research Foundation (RF) of SUNY approves and administers most international grants and contracts for the campuses, including grants for U.S.‐based international research projects funded by federal agencies such as the National Science Foundation (NSF) and the National Institutes of Health (NIH), international development projects such as those funded by the United States Agency for International Development (USAID), exchange and training programs funded by the Departments of State and Education, and contracts with foreign governments and international agencies such as the World Bank, among others, to deliver educational or training programs in other countries. RF maintains data on the types and amounts of funding for international projects in these various categories. As SUNY seeks to increase the number and variety of externally funded international projects, it will advance the internationalization of participating campuses and the State University through the direct engagement of faculty, students and staff. At the same time, SUNY will enhance overall external funding in support of its core missions of research, education and service and thus contribute in a critical way to its role as a key economic driver of New York State.
With respect to international activity, RF data includes:
Building a Global Faculty Talent Pool
A critical dimension of the SUNY and the World strategy is the internationalization of faculty. Faculty members typically determine most of the other components of a comprehensive internationalization agenda, including teaching, curricula and research. Faculty play a key role with respect to the engagement of students in international learning and overseas experiences. Measuring faculty internationalization fully will entail mapping in a comprehensive fashion all their international activities, whether in research, education or service. In the short‐term, SUNY will rely on a narrowly defined measure of faculty internationalization, namely, the number of scholarships and fellowships, such as Fulbright and Humboldt, awarded to SUNY faculty to conduct international activities. Compiled annually from campus records, this data can serve as a proxy measure to assess the extent to which faculty are participating in international scholarship and fellowship programs, and the progress made year to year in internationalizing faculty. In coming years, SUNY, as a founding member of the UCosmic® Consortium, will benefit from a system‐wide data collection, information management and knowledge creation system designed to comprehensively map international engagement across all dimensions of the university. This will ultimately provide a much more complete and robust picture of faculty internationalization and be in a better position to measure progress.
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