Internationalizing general education: A case study of Eastern Mennonite College and the Global Village Curriculum

This study explored the process of curriculum change at Eastern Mennonite College (EMC) to determine how and why a small, liberal arts college was able to internationalize the general education curriculum. A qualitative, case study methodology was used to analyze the academic planning process which was designed to create an academic master plan for the college. The initiative was designed to reform both the curriculum and the administrative structures of the college through a comprehensive approach to change. The resulting Academic Master Plan included an internationalized general education curriculum and a new governance structure for the academic division of the college.;The planning process, led by the Academic Dean, involved the entire faculty in a consensus building process to achieve the goals of the Academic Master Plan. Title III funding provided critical resources at a time when the college was facing declining enrollment and resources. The external funding was used to reimburse faculty for summer research and collaboration when they could work in concentrated blocks of time on curriculum and organizational development. Critical to the success of the consensus building approach to curriculum development was the leadership provided by the academic dean, the use of faculty "experts" to research the curricular issues identified by the faculty and the campus culture which was characterized by consensus decision making, a strong sense of community and many values and beliefs held in common by the faculty.;Cross-cultural education emerged as the distinctive aspect of the new Global Village Curriculum. Each student was required to complete nine semester hours of cross-cultural studies including a three week seminar or a semester length study experience in an international or a multicultural setting in the U.S. The Global Village concept was expanded to create a framework and rationale for the entire curriculum and provided a new expression of the college's mission to "challenge students to a life of service and peacemaking." The emphasis on cross-cultural education was also consistent with important historical values and beliefs of the Mennonite constituency of the college.;The Academic Master Plan has been fully institutionalized. The academic governance proposal continues to provide the structure for the academic division of the college and the Global Village Curriculum has been retained with few modifications by the faculty for ten years. A survey of academic department chairs and administrators showed that there is a high level of support for the curriculum because of its compatibility with the mission, values, beliefs and traditions of the college. The survey also indicated that the curriculum was seen as an institutional distinctive which is an asset to EMC's identity and mission as a Mennonite college. Along with the positive support for the Global Village Curriculum, questions were raised about the financial cost of the cross-cultural study program to the institution.