Strategies 187
evidence, demonstrable university capacities and commitments, and documented
challenges and opportunities.
Strategies: Programs and Projects
The SPC’s report presents eight strategies for the development of international
education into a core competency: (1) a continuing program of faculty develop-
ment that provides the opportunity to study foreign languages and cultures and
to participate in annual travel seminars sponsored by Monnet and its consor-
tium; (2) the establishment of a much-enlarged interdisciplinary international
studies major with several new area concentrations and international themes,
replacing the single-track concentration currently in place; (3) the appointment
of a new dean of global studies; (4) the expanded study of five additional foreign
languages both abroad and through the use of Web sites, audiovisual study mate-
rials, and tutors on campus; (5) the enlargement of the undergraduate enroll-
ment of international students, including both exchange students and degree
candidates, to 15 percent of the student body; (6) an increase in study abroad
participation by Monnet students to 80 percent of the student body in programs
of eight weeks or longer; (7) a plan to add both continuing faculty members
and visiting faculty members who have international backgrounds or have been
trained in other countries, so that every large program or department has at least
one such an appointment; and (8) a plan to integrate an international focus into
campus events, lectures, and arts programs through the establishment of a new
Institute of Global Studies that will also have the authority to appoint visiting
international faculty and artists.
Goals and Actions
Through carefully defined goals, measures, deadlines, accountabilities, and pro-
posed actions (several of which will be illustrated below) for each of these strate-
gies, the strategic initiative in international education develops a comprehensive
set of dimensions.
The Monnet case describes an ambitious strategic initiative that touches many
facets of the university’s academic and administrative life, and that has impor-
tant implications for the way it will use its resources. Several characteristics of
strategic thinking and leadership are in evidence. The proposed improvements
to the program are built on the passion and commitment of many members of the
university community. They take root in an authentic set of beliefs and values
about how the university can excel, based on a narrative of accomplishments in
which people take legitimate pride. The conditions are in place to build motivation
for the initiative based on a strong strategic foundation. The leadership task of
inspiring new levels of attainment is enabled by integrative and systemic pat-
terns of thought and argumentation, which are supported by the different types
of evidence that are presented in the narrative of the strategic initiative. The
argumentation becomes even more pointed and persuasive when translated into
goals, actions, and accountabilities.