Story perspectives

University of Minnesota's Internationalization Courses Seek Diverse Support

8/22/2025

Summary

Story summary

The University of Minnesota's internationalisation courses struggle with diversity and faculty support, hindering students' intercultural competence development.
Low student engagement in internationalisation programs is linked to limited course options and high English proficiency demands.
Implementing a bilingual approach could improve participation and learning for students facing language barriers.
Engagement and internationalisation experiences notably affect students' self-assessment of intercultural competence.
Faculty call for stronger institutional support to enhance internationalisation curricula and accommodate diverse language proficiencies.

History

Historical Context

The Higher Education Act of 1965 aimed to enhance access and diversity in U.S. colleges, reflecting ongoing challenges in accommodating diverse student populations. Minnesota, with a significant immigrant and refugee population, has struggled with internationalization in higher education, as evidenced by low student engagement and high English proficiency demands. Strengthening bilingual support could improve participation and learning outcomes in this evolving educational landscape.

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Story summary

The University of Minnesota's internationalisation courses struggle with diversity and faculty support, hindering students' intercultural competence development.
Low student engagement in internationalisation programs is linked to limited course options and high English proficiency demands.
Implementing a bilingual approach could improve participation and learning for students facing language barriers.
Engagement and internationalisation experiences notably affect students' self-assessment of intercultural competence.
Faculty call for stronger institutional support to enhance internationalisation curricula and accommodate diverse language proficiencies.

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