Report on Academic
Specialist Visit to South Africa:
April 7 - 21, 1999
By Ivor Emmanuel, University of Illinois Champaign/Urbana;
Kathleen Sellew, University of Minnesota;
and Betty Soppelsa, University of Kansas
About the
Specialists
IVOR EMMANUEL
has been the Director of the Office of International Student Affairs
at the University of Illinois at Urbana-Champaign for the past
12 years. He holds a Ph.D. in higher education administration
from the University of Illinois and is also an adjunct professor
in the Department of Educational Organization and Leadership.
His doctoral dissertation explored "The Role of Selected Faculty
at the University of Illinois in the Academic Preparation of Graduate
Students from Developing Countries." Dr. Emmanuel has served on
several key professional development committees of NAFSA: Association
of International Educators, and is the Chair of NAFSA's 1999 annual
conference.
KATHLEEN SELLEW
is the Director of Faculty Services in the Office of International
Programs at the University of Minnesota. She currently directs
an Asian Development Bank Project in Papua New Guinea. Ms. Sellew
holds an Ed.M. degree in administration, planning and social policy
from Harvard University Graduate School of Education. She is the
author of the World Education Series volume on the Dominican Republic
and co-editor of a PIER (Projects in International Education Research)
publication on Central America. She has served on several task
forces of NAFSA related to credentials evaluation standards and
methodologies, most notably the joint working group of NAFSA and
the European Association for International Education. Ms. Sellew
served as chair of ADSEC (NAFSA's admissions section), PIER, and
was a USIA academic specialist in Venezuela in 1990.
BETTY SOPPELSA
has been the Director of the Applied English Center at the University
of Kansas for the past 19 years. She holds an M.A. degree in English
from the Ohio State University. Soppelsa has written articles
in the and the Journal of Intensive English Studies and the TESOL
Quarterly .. She is the co-author, with Y. Kanaya, of the forthcoming
American English Conversation Book and contributed a chapter
to the publication Administration of English Language Programs
edited by Fredrika L. Stoller and Mary Ann Christison. Ms. Soppelsa
has served on several committees in NAFSA: Association of International
Educators, and as chair of NAFSA's section for Administrators
and Teachers in English as a Second Language. She is currently
the Vice President for Member Relations of NAFSA. Ms. Soppelsa
directed a summer institute for teacher trainers from East Central
Europe and the NIS funded by USIA in 1995, and has served as a
USIA academic specialist for the development of ESL programs and
teacher training in Senegal, Tunisia, Poland and the Czech and
Slovak Republics.
Areas of Specialization
- English as a Second Language
- International student services
- Credentials evaluation and academic
mobility
Trip Report
Emmanuel, Sellew and Soppelsa presented
information to and participated in discussions with five groups
of international educators drawn from the five regions established
by the International Education Association of South Africa (IEASA).
The workshops were hosted by one university or technikon with
invitations to educators from other universities and technikons
in the region. Approximately 80 representatives from about 20
institutions of higher learning participated in the workshops.
This substantial representation will allow for the "multiplier
effect" to spread information throughout the higher ed institutions
in South Africa.
Each
U.S. academic specialist provided a variety of subject outlines
and handouts. Publications were also contributed by NAFSA: Association
of International Educators. In several venues, members of the
host institution made presentations on related topics, thus extending
the discussion. A frank and far-ranging discussion of the issues
facing higher ed faculty and staff in South Africa took place
at each site.
Workshop Schedule and Locations
- 09 April : Pretoria,
Vista University
- 12 April : Johannesburg,
Technikon SA
- 14 April : Durban,
University of Natal
- 16 April : Port Elizabeth,
University of Port Elizabeth
- 19 & 20 April : Cape
Town, University of Cape Town
While the specialists adjusted their presentations and comments
to meet the specific needs of each group, a general schedule was
followed at each site:
Sample Program at Each Site
- 09:00 - 09:05 Welcome and
Opening by convenor for each center
- 09:05 - 10:30 Session
One: English as a Second Language
Chairperson: SA Counterpart: (5 min.)
Main Speaker: Betty Soppelsa, University of Kansas
- 10:30 -11:00 Discussion
- 11:00 - 11:15 Tea
- 11:15 -12:45 Session
Two: International Student Services
Chairperson: SA Counterpart: (5 min.)
Main Speaker: Ivor Emmanuel, University of Illinois
- 12:45 - 13:15 Discussion
- 13:15 - 14:15 Lunch
- 14:15 - 15:45 Session
Three: Credentials Evaluation in a Changing Environment: Some
Major Challenges
Chairperson: SA Counterpart: (5 min.)
Main Speaker: Kathleen Sellew, University of Minnesota
- 15:45 - 16:15 Discussion
- 16:15 - 16:30 Close
Issues Which Arose
General issues -- The context for international student
recruitment and admissions, English as a Second Language and international
student services varies from institution to institution in South
Africa. Universities and technikons that operate in a distance,
correspondence or continuing education format have very different
needs from those with a campus and a residentially-based delivery
system. There seem to be two major foreign student populations
currently attending South African universities and technikons-non-degree
"study-abroad" students and degree-seeking students from other
countries in Africa, particularly from southern Africa. A smaller
number of degree-seeking students from Europe and Asia also attend
South African universities and technikons.. Most universities
have a goal of enrolling 5% of their student body from SADC (Southern
Africa Development Council) countries and are assessing ways to
support a wide range of student needs. Some institutions do not
consider SADC students as foreign students, and thus there are
differences in the level of services provided to specific groups
of students and the sense of fairness in the distribution of such
services.
Because the higher education system is undergoing a major transformation
and much is in transition, discussing international student recruitment,
education, and services takes on political and practical importance
in light of the large unmet need for higher education among disadvantaged
South Africans. The tension created by the competing demands was
voiced at several of the workshops by participants from both the
traditionally advantaged and disadvantaged universities.
Although the three U.S. academic specialists represented large
U.S. research universities with substantial international student
populations, many of the same issues in internationalizing campuses
are faced on both sides of the ocean by institutions of all sizes
and types. This common ground made discussing specific services
and issues easy and productive.
English as a Second Language - Workshop delegates were
particularly interested in issues related to admitting students
from non-English speaking backgrounds and providing instruction
in English as a second or foreign language. Discussion of the
curricular needs of non-native speakers of English and various
published tests in ESL was central. There are currently no comprehensive
intensive English programs in South African universities or technikons.
Courses and tutorials are offered at some institutions and some
faculty members consider it their responsibility to teach English
along with academic material. There is also a substantial need
for ESL courses for domestic students from non-English language
backgrounds, and there was discussion concerning the different
language learning needs of foreign students and domestic students
for whom English is not the native language. Many participants
were engaged in assessing the implications for those different
learning needs, and the presentations and handouts offered a new
way of thinking about those needs.
International Student Services - The academic specialist
presentation provided information on the rationale for the creation
and/or support of international student services. Key services
and means of support were identified in the context of an established
mission. Strategies for planning and for developing campus alliances
were discussed. This information was complimented by an array
of handouts that could serve as practical examples. International
services are provided at varying levels at the universities and
technikons represented at the IEASA/NAFSA workshops. Some institutions
have dedicated offices, while others have services housed in student
services units or other administrative units. As the group in
Cape Town discussed the range of services, they felt the need
to take an inventory of what was offered and assess those services
with the goal of trying to establish a code of ethics and a standard
level of services for institutions in that region. This may well
serve as a model for institutions throughout the country. This
was a major step in advocacy and professionalism for the group.
A timeline has been put in place for the first steps.
Credentials Evaluation -The academic specialist presentation
centered on the reasons for credential evaluation as part of the
admissions process, strategies for credential evaluation, and
the requirements for academic mobility worldwide. As part of the
educational transformation in South Africa, curricula and degree
programs are being assessed at all post-secondary institutions.
Until now, there has been very little internal academic mobility.
Students did not traditionally transfer from one university to
another, and a pathway from a non-university tertiary institution,
such as a technikon, to a university is very difficult. Interesting
discussions took place regarding promotion of academic mobility
internally as well as internationally. Policies that develop as
a result of a national effort to standardize curricula and credentials
will have a large influence on how South African universities
can recruit and admit foreign students. Once that scheme is established,
there will be a framework on which to base future decisions on
the admission of foreign students.
Suggested Opportunities for
Continuing Collaboration
The U.S. participants were impressed by the initiatives already
taken to establish a network of international education professionals
in South Africa. We tried to emphasize the importance of working
together through this group as their own best resource for information
and networking.
Both NAFSA and IEASA are interested in exploring continuing collaboration.
In May, a meeting will be held between representatives of the
two groups attending the NAFSA conference in Denver. There is
a developing sense that similar, but more specialized, workshops
to those just completed would be useful. We would suggest that
the groups be divided by specialization, rather than region, to
provide more comprehensive information and discussion. For example,
separate workshops on English as a Second Language, establishing
intensive English programs, foreign student advising, recruiting
strategies, establishing exchanges with foreign partners, and
credentials evaluation would be useful.
There is a perceived need to address the specific topic of establishing
university-affiliated intensive English programs in South Africa.
This emerged as a significant and immediate need. Academic specialists
from the U.S. could provide critical assistance now in helping
South African institutions develop screening procedures for non-native
speakers of English and curricula for specialized courses to help
them develop proficiency. Discussions should take place regarding
the differing ESL needs of domestic students and foreign students.
Many individuals expressed a desire for internship or exchange
programs for members of the international education staff at their
institutions. The academic specialists acknowledged that their
universities hosted international colleagues on an ad hoc basis
for such purposes. Future exchanges of this type can be explored
further. IEASA and NAFSA could play a role in this process.
A special resource issue exists for staff from the historically
disadvantaged universities and technikons. Most cannot afford
to participate in organized professional development opportunities
provided by more established associations in the United States
and Europe. Under the current situation, it is hard to imagine
that a natural, ongoing collaboration can be developed without
external funding. We encourage discussion on strategies for supporting
staff at these institutions.
Acknowledgements
The U.S. academic specialists
want to express their appreciation for the support they received
for their visit to South Africa. The cooperation of the U.S. Information
Agency, NAFSA: Association of International Educators, and IEASA,
the International Education Association of South Africa, made
the trip a success. Logistical support from Cathy Siemonh, USIA-Washington,
and Dee Parker, USIS-Pretoria, was excellent. Our opportunity
to meet and exchange ideas with international educators from so
many institutions in South Africa gave us a rare chance to understand
the issues they face. We encourage continued dialogue between
American educators and these institutions, so that international
educational exchange can be strengthened.
Suggested
Bibliography
Althen, G. 1995. Handbook of foreign student advising (rev. ed) Yarmouth, ME: Intercultural Press.
Douglas, D., ed. 1990. English language testing in U.S. colleges and universities. Washington, DC: NAFSA.
Goodwin, C. D. and Nacht, M., 1983. Absence of decision: foreign students in American colleges and universities. New York, N.Y.: Institute of International Education.
Thullen, M., et al. 1997. Cooperating with a university in the U.S.A.: NAFSA's guide to university linkages for international educational exchange. Washington, DC: NAFSA.
Standards & policies in international education. a guidebook
for policy development, professional conduct, and the continuing
growth of international education. 1993. Washington, DC: NAFSA.
Recommended Links
NAFSA: Association of International
Educators
http://www.nafsa.org
NAFSA: Admissions http://www.nafsa.org/publications/adsecbib/adsec.0.html
NAFSA: English as a Second Language
http://www.nafsa.org/educator/atesl.html
TOEFL
http://www.toefl.org
IELTS: International English Language
Testing System http://www.ielts.org/about_ielts.htm
British Council Tests
http://www.britcoun.org/eis/tests.htm#UR
University of Illinois, Office of
International Student Affairs http://www.uiuc.edu/providers/oisa
University of Minnesota, Office of
International Programs http://www.international.umn.edu/
University of Kansas, Office of
International Programs http://lark.cc.ukans.edu/~intlstdy/
University of Kansas Applied English
http://www.aec.ukans.edu/
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