"The integration of internationalization into the core functions of higher education" has become a major objective for colleges and universities (Deetman, 1996, p. 33). Although this integration process is mostly the responsibility of the educational institutions themselves, research suggests that the higher education associations, albeit an outside agent, can play an important role in the process of campus internationalization (Ruther, 2002).
This study was an attempt (a) to identify and describe the role of the nation's six major higher-education associations in the internationalization of American higher education, and (b) to map their involvement in terms of their advocacy efforts for international education programs and their support of member campus internationalization endeavors.
The purpose of this study was accomplished through the use of the case study research method. The data for the study were collected from personal interviews with association representatives in charge of international programs and analysis of various relevant documents. The findings were presented in the form of six individual case study reports and a comparative cross-case report.
The study found that, despite their longstanding interest in international issues, it was only at the turn of the 21st century that internationalization was promoted into an area of strategic priority in the presidential associations' agenda.
Regarding campus internationalization, the presidential associations saw themselves first and foremost in the role of a supporter of their members' efforts to advance internationalization on their campuses. Within this supportive role, the major associations have assumed a number of functions, such as convener, public forum, research and resource center, leadership forum, and facilitator. They provide a wide array of services for members: research data, legislative updates regarding international education issues, information regarding funding and partnering opportunities, facilitation of international partnership-building efforts and international student recruitment efforts, and professional development opportunities.
In addition to acting as an advocate for international education programs at the federal level, some presidential associations have also assumed an advocacy role with their members by promoting a comprehensive strategic approach to campus internationalization. They have done so through publications that provide roadmaps for the internationalization processes and recognition and diffusion of outstanding achievements and best institutional practices.