Internationalizing Ourselves: Realities, Opportunities ...1... · few observations from early in my career. I had the good fortune before beginning my years as a professor at The

DR. EARLE F. ZEIGLER LECTURE

Journal of Sport Management, 2011, 25 1-10©2011 Human Kinetics, Inc.

Internationalizing Ourselves:Realities, Opportunities, and Challenges

Karen DanylchukThe university of Western Ontario

Internationalization is a very relevant topic on university campuses and most universities include a commitment to it intheir mission statement or strategic plans. Over the years, universities have realized the importance of providing studentswith an international perspective that will prepare them to succeed in an increasingly globalized world. The globalizationof the sport industry makes our field an ideal medium for addressing the concept of internationalization. As leaders inthe field of sport management, we must ensure that we teach, research, and advocate from an international perspective.This paper discusses how we as sport management academicians and students might prepare ourselves to become globalcitizens by internationalizing ourselves through our teaching, research, and service. A commentary on the status of inter-nationalization in our field as well as suggestions for change is provided.

For those of you in the room who are relatively newto the North American Society for Sport Management(NASSM), I would like to provide a few remarks aboutDr. Bob Boucher who has just introduced me. Bob hasbeen a "man of all seasons" with respect to our organi-zation. Not only was he NASSM's first President and aprevious recipient of both the Earle F. Zeigler LectureAward and the Garth Paton Distinguished Service Award,but most importantly, at the urging of Earle F. Zeigler,began initial discussions in 1985 at the University ofWindsor with Janet Parks and Bev Zanger from Bowl-ing Green State University regarding the formation ofNASSM. These individuals spread the net and broughtinto their discussion circle additional founders. Asidefrom being one of our longest standing members. Bobis Dean of the Faculty of Human Kinetics at the Univer-sity of Windsor, and has been a highly respected dean,department chair, athletic director, professor, and mentorfor dozens of students and colleagues (including myself)throughout his career.

I am extremely honored to be the recipient of thisaward, and I extend my appreciation to the ExecutiveCouncil and Earle F. Zeigler Lecture Award Committee.I am also very humbled to be joining the distinguishedgroup of previous recipients of this award. Not only isthis an outstanding group of scholars, but significantcontributors to our association. Each one has played somepart in my involvement on Executive Council and othercommittees, or as research collaborators.

This honor holds special significance for me, how-ever, due to my longstanding interaction with Dr. Zeigler.For many of you here this evening, the name Earle F.Zeigler may only be synonymous with the field of sportmanagement, but he is also considered an internationalpioneer in the physical education and recreation, sporthistory, and sport philosophy fields. I am fortunate to have

known Earle for the past 30 years, which represents amere one third of his life as he celebrated his 90th birth-day last summer. Earle currently resides in Richmond,British Columbia, and at age 90 is still as productive asever publishing books, monographs, articles, and com-mentaries. In fact, his publication record now exceeds430 manuscripts along with 50 books and monographs.Another aspect you should know about Earle is that heexercises on a daily basis swimming laps and liftingweights. He is even an adventure seeker! When Earleand his wife Anne went to Puerto Vallarta this February,Earle decided to go parasailing while Anne ventured offon another excursion. He is indeed an inspiration not onlyto our field, but to society in general!

When I arrived at The University of Western Ontario(UWO) in 1980 to begin a Master of Arts in PhysicalEducation with a specialization in "Sport Administration"(as it was called at the time), I had the special privilege ofhaving Dr. Zeigler as my program supervisor. This wasEarle's "second" stint at our university having been adepartment head of physical, health, and recreation edu-cation and an intercollegiate athletics coach at The UWOfrom 1949 to 1956. Before his return to The UWO in 1971where he became the Dean of a newly created Faculty ofPhysical Education, Earle served in administrative postsfor seven years at the University of Michigan and eightyears at the University of Illinois. During my gradu-ate work at The UWO, Earle was back in the throes ofdoing what he always did so well—advising, motivating,and encouraging students. As one of his students, Earleengaged me in his ongoing filing project whereby wesearched the library for any new materials in our field andrecorded the reference citations in his card index system. . . by hand. We did not have the luxury of computers,Google, and all the other present day "quick find" searchengines. Research entailed ongoing trips to the library.

Danylchuk is with the School of Kinesiology, The University of Western Ontario, London, Ontario, Canada.

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handwritten notes, typewriter produced papers (hopefullywith a corrector key!), and punch cards for data entry.

In her 2002 Zeigler Lecture, Donna Pastore dis-cussed the importance and variety of mentors over one'scareer and lifetime. Not only has Earle been one of mymentors, but he has also served as the mentor for otherkey figures in NASSM, such as Garth Paton, after whomour Distinguished Service Award is named, and "Chella"Chelladurai, the "Godfather" of NASSM and the second(if you count Earle as the first) Earle F. Zeigler Lecturerecipient in 1991. These two individuals have also heldspecial significance in my career-Garth encouraged me toget involved in the committees and Executive Council ofNASSM, and Chella was my Master's thesis supervisor,doctoral dissertation sounding board, and career mentor.So you see, we have a room full of people mentoringpeople!

The challenge of choosing a topic for an address thisevening was rather daunting, but I sought the advice thattwo of my predecessors received in preparation for theiraddresses. First, Dennis Howard was advised: choosea topic you know something about. In considering thatwhat I know might indeed be limiting, I will provide somereflections about a topic for which I hold a keen interest.Second, Jackie Cuneen was advised to keep it short, soI will attempt to follow this advice as well.

By way of introduction, I want to share with you afew observations from early in my career. I had the goodfortune before beginning my years as a professor at TheUWO to administer, teach, and coach for four years from1982 to 1986 at Hong Kong International School (HKIS),an independent day school from kindergarten to grade12. With a single suitcase in hand, but preceded by threearmy/navy surplus trunks that went by ship, I flew off toHong Kong in August 1982. Having visited this excitingAsian enclave three years prior, I was somewhat preparedfor what might easily have been a culture shock.

The mission of Hong Kong International Schoolincorporated a broad and global focus: "Dedicating ourminds to enquiry, our hearts to compassion, and our livesto service and global understanding" (HKIS, 2010, para.7). While the curriculum for the students at the schoolwas American-based, the student population of 1,500consisted of 40 nationalities where English for manyof them was a second language. Consequently, the cur-riculum incorporated an international flair with respect toits approach. Students from kindergarten through juniorhigh were exposed to Chinese culture classes, as wellas Mandarin and Cantonese language lessons. Studentsat the high school level were provided further languageoptions in Spanish, French, and German. Special eventssuch as assemblies, guest speakers, cultural fairs, andsport competitions held an international component.Our sport teams competed within the colony against theother British and Chinese schools, as well as the German/Swiss and French International Schools, and we traveledto other Asian countries for international competitions.The faculty and staff, while primarily American, alsoconsisted of local and other international hires (like

myself) to ensure an international cross-section of ideaswould be delivered to the students. The headmaster, infact, went on an annual recruitment tour to hire teach-ers from abroad. Case in point, I was interviewed atthe Detroit International Airport when the headmastertouched down between flights. As teachers, we attendedan annual conference within our region in countriessuch as the Philippines and Taiwan. In addition, therewere numerous community outreach programs for thestudents, including an annual mandatory Day of Giving(similar to what we know as "service learning" today),whereby the students interacted with disadvantagedand challenged groups. High school students were alsorequired to participate in a one-week "interim" led bythe teachers, which was a local or overseas culturalexperience in countries such as Tibet, Nepal, India,Malaysia, Indonesia, Japan, China, Korea, Taiwan, thePhilippines, Australia, and New Zealand. I myself ledinterim experiences downhill skiing in Japan, biking inChina, and hiking in Korea.

Over my four years in Hong Kong, I was able toobserve and be part of an educational environment wherethe students and faculty did not see ethnicity, religion, andsocial background as barriers, but as realities, newfoundchallenges, and opportunities for enrichment. Both theschool and the place appeared to be well ahead of thetimes. Living as a minority (at the time. Hong Kong wasstill a British colony, albeit one composed of 98% Chi-nese) was an enlightening and positive experience andI found Hong Kong to be one of the most exciting andprogressive places on the planet, a true cornucopia of aninternational way of life.

This introduction leads me to the topic I wish to dis-cuss—internationalization. In the closing remarks of herZeigler address in 1993, Joy DeSensi expressed her hopefor "a true multicultural understanding within sport andespecially on the part of our sport managers/administra-tors, as well as educators preparing these professionals"(DeSensi, 1994, p. 73). Two years ago, Lucie Thibault,in her address, discussed the impact and perils of global-ization on sport, and suggested that "sport managementstudents should be sensitized to issues of multilingualism,multiculturalism, and multidisciplinarity in the deliveryof sport in a global context" (Thibault, 2009, p. 2). Lastyear, Mary Hums challenged us to prepare our studentsto become global citizens (Hums, 2010). I believe thatthese challenges may be addressed through efforts tointernationalize ourselves and our discipline.

Internationalization Defined and theNeed for "Worldmindedness"

To introduce the topic of my presentation, it is importantto address the following questions: How is internation-alization in higher education defined and how does itdiffer from globalization? Why is internationalizationimportant? And whose responsibility is it? As noted byGreen (2003):

Internationalizing Ourselves

It is not a new idea that a university education mustproduce graduates who will contribute to civic life,both locally and globally; lead productive lives; andunderstand that the future of nations, individuals, andthe planet are inextricably linked, (p. 2)

The concept of internationalization is not new. Infact, as early as the 1950s, the term "worldmindedness"was coined by Sampson and Smith ( 1957) to suggest thatindividuals should value the viewpoints, experiences, andworldviews of others, especially those quite differentfrom themselves. Merryfield, Lo, Po, & Kasai (2008)further noted a commonly held belief:

Many people across societies wear blinders of eth-nocentrism (we are the best, we don't need to learnabout anyone else). In some communities, xeno-phobia is pervasive, and young people may growup learning that anything foreign is bad, bizarre,dangerous, or evil. Lack of interest in other culturesor just ignorance about how the world works mayserve as blinders for action when people who arefaced with seemingly local issues do not understandthe possible global connections, (p. 7)

This leads to the question: How do these changesaffect what young people need to learn in school? Astoday's students interact within global, economic, politi-cal, technological, and environmental systems, they havethe opportunity to participate in societies tbat are notdefined by nations and geographical borders (Osier &Starkey, 2003). Today's citizens need to be worldmindedto use their global knowledge and intercultural skills tomake informed decisions in our interconnected world(Mudimbi-Boyi, 2002). As noted by Merryfield et al.(2008):

The acceleration of knowledge creation, the dynam-ics of electronic communication and the resultingavailability of global perspectives are changing thenature of public discourse and action. As more andmore people gain access to information and interactwith individuals and communities across the planet,they acquire new worldminded ways of learning,debating, and creating which in turn expand thescope of civic consciousness and responsibilitiesbeyond national borders, (p. 6)

This begs the next question: Are our students beingprepared to understand and become engaged as world-minded citizens? Do we as sport management academi-cians have a responsibility in this regard? And if so,are we achieving this task? In recent years, the word"internationalization" has become a common term toaddress this need.

Some scholars defined internationalization rathersimplistically as the process of making campuses moreinternationally oriented (Hanson & Meyerson, 1995;Harari, 1989; Pickert & Turlington, 1992). Otherssuggested it is the process of integrating intemational

education into the curriculum, whereas others argued,however, that internationalization extends beyond merelythe curriculum, but to people in the entire campus com-munity and the presence of an institution-wide apprecia-tion for better understanding other cultures and societies(Harari, 1992). Intemational educators advocate systemicintemational infusion by weaving intemational perspec-tives into every discipline, faculty hiring decision, andmission statement for universities.

In essence then, intemationalization is "the processof integrating an international or global dimension intothe purpose, functions or delivery of post-secondaryeducation" (Knight, 2003, p. 2). The perspectives of boththe Association of International Educators in the UnitedStates and the Association of Universities and Collegesof Canada (AUCC) are similar in noting that the integra-tion of an international and intercultural dimension incontent, materials, activities, and understanding should beincorporated in the teaching, research, and public servicefunctions of universities to enhance the relevance in aninterdependent world. However, I also believe stronglyin the importance of an institutional commitment tointemationalization driven by strong leadership, as wellas the idea that intemationalization should be viewed asa way of thinking.

Globalization, on the other hand, is often confusedwith the term "internationalization", or used inter-changeably, but it is different (Daly, 1999). Whereasglobalization refers to an ongoing process by whichregional economies, societies, and cultures have becomeintegrated through a globe-spanning network of commu-nication and trade, internationalization may be viewedas a reaction or response to globalization, and in thecase of higher education, in the university and collegeenvironment (Knight, 1999). According to Knight (1999),"internationalization and globalization are seen as differ-ent but dynamically linked concepts. Globalization canbe seen as tbe catalyst, whereas internationalization is theresponse, albeit the response in a positive way" (p. 14).

The Status of Internationalization:Reaiities

Internationalization is a bot topic on university campusesthese days. Nearly every university mission statementor strategic plan includes a commitment to it. In fact,a recent survey of Canadian universities revealed that95% explicitly refer to the international dimension intheir strategic plans, and more than three-quarters citeintemationalization as one of their top five priorities(Tamburri, 2007). As noted by Tamburri (2007), "overthe years, universities have grown increasingly awareof the benefits of diversifying their student body andproviding students with an intemational perspective thatwill allow them to succeed in an increasingly globalizedworld" (Tamburri, 2007, p. 8). Becoming more sociallyand globally aware is vital not only as individuals but asglobal citizens.

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As well, dramatic demographic changes in the cul-tural and linguistic diversity of people are occurring inmany nations throughout the world, and the United Statesand Canada are no exceptions. Consider, for example, thatworldwide migration has climbed to historically unprec-edented levels and more people live outside their countryof birth than in any other period of human history (Esses,2009). In fact, 20% of Canada's population was foreign-bom in 2005 compared with 12.6% in tbe United States in2007, and by 2031, it is predicted that 31% of Canada'spopulation will comprise visible minorities and 26% willbe foreign born (Statistics Canada, 2010). Migration andthe increasing diversity that results are changing the faceof communities across our countries. These changes havechallenged higher education institutions to modify theircurricula and instructional strategies to meet the needsof diverse learners and to prepare all graduates to bavethe awareness, knowledge, and skills to be effective in adiverse society (Morey, 2000).

Furthermore, a major shift at higher educationinstitutions has occurred in recent years in terms of theimportance of recruiting international students. Theeducation of international students is considered a majorexport industry and a significant benefit to the economy.Consider that in 2008, international students spent anestimated $6.5 billion on education in Canada—a figuregreater tban the revenue generated by exporting soft-wood lumber and coal (Stewart, 2010). As well, 83,000jobs were created from international student activities(Stewart, 2010). In the recent Ontario provincial budget,our Finance Minister announced that tbe goal to increaseinternational enrolment by 50% is "very good publicpohcy" (Daniszewski, 2010, p. A3). International studentsnow represent 7% of full-time undergraduate and almost20% at tbe graduate level in Canada, with a slightly loweramount in the United States — 2% of undergraduate and22% of graduate at four-year public institutions and 4%of undergraduate and 15% of graduate at four-year privateinstitutions (AUCC, 2007). In Canada, these studentsoriginate from more than 200 countries, with China beingthe leader followed by the United States, France, India,and other Asian countries (AUCC, 2007).

The United States used to account for more than40% of the total number of international students in theworld. However, after the events of September 11, 2001(9/11), many prospective international students choseAustralia and the United Kingdom as a destination tostudy abroad because the United States' governmenttightened its immigration policy toward international stu-dents while other countries increased their global recruit-ing campaigns (Ota, n.d.). In fact, Austraha increased itsinternational student recruitment by 150% immediatelyfollowing 9/11 (Ota, n.d.). The statistics for the UnitedStates have rebounded and tbe number of internationalstudents in Canada is steadily increasing, but it is still lowrelative to countries such as Australia, New Zealand, andthe United Kingdom, in part due to Canada's rather lateentry into the field of active international recruitment. Anumber of strategies, however, have been implemented

in recent years to entice qualified students from aroundthe world to consider studies in Canada.

One cannot argue that the globalization of the sportindustry makes our field an ideal medium for address-ing the concept of internationalization. After all, thesport industry is in and of itself already an internationalphenomenon. Therefore, I will attempt to discuss howwe might prepare ourselves (academicians and studentsalike) to become global citizens through international-ization, and how we might capture our rapidly changingworld through what and how we teacb, research, andprovide service to the community from an internationalperspective and in the context of sport management.

Preparing Ourselves and OurStudents to Become Global Citizens

Through Internationalization:Challenges and Opportunities

Internationalizing Our Teaching andLearning Curriculum

There are a wide variety of methods to internationalizeour teaching and learning curriculum. The most commonmeans is to incorporate international content into ourcourses, be it through international resources, such asreadings, textbooks, films, videos, case studies, and guestlecturers, or devoting a session to an international topic.However, these are considered "add-on approaches," andmay be criticized for not actually rethinking the core ofthe course from different perspectives, in terms of interna-tionalization. Therefore, a more in-depth approach mightentail the addition of an international course within thecurriculum itself. Another related approach is to requirestudents to take an internationally-oriented course fromanother faculty (e.g., international relations/affairs andglobal studies, European studies, Asian studies, interna-tional business, and international development studies),or even a foreign language course.

On most campuses, internationally-oriented pro-grams tend to fall within international relations/affairsand global studies, European studies, Asian studies, inter-national business, and international development studies.Aside from increasing enrolment in these programs inCanada (AUCC, 2007), foreign language programs arealso growing (AUCC, 2007). However, the number ofinstitutions requiring graduates to bave knowledge of asecond language has declined in recent years (AUCC,2007). Furthermore, there are only a very small numberof institutions that require students to take one or morecourses with an international dimension.

Measures for faculty members to internationalizethemselves entail exchanges, visiting scholars' programs,study abroad programs, and participation in internationalconferences, to name but a few. Some universities havetaken a less common approach by hiring faculty mem-bers from other countries to provide a truly internationalperspective.

Internationaiizing Ourseives

Knowledge export, which is the provision of productsand services overseas, has become yet another integralaspect of many universities. In fact, in a recent survey of theAUCC, three-quarters of the universities indicated they areengaged in delivering education and training programs out-side of Canada and more than two-thirds indicated they areactively marketing education products and services in othercountries. (AUCC, 2007). Delivery modes include distanceeducation, offshore campuses, twinning programs, jointdegrees, and even franchised courses and programs. Thesemethods, in particular joint degrees, have certainly becomean important initiative on my own campus. In fact, theissue currently being discussed revolves around the degreeoutcome for joint degrees. That is, should a student be ableto obtain two degrees—one from the home institution andone from the away institution—for studying at both institu-tions? Regardless of the issues and challenges, universityadministrators recognize that any of the knowledge exportmethods enhance the reputation of being an internationalinstitution, provide opportunities for international studentrecruitment along with an alternative source of incomegeneration (the pervasive economic motive!), develop newinternational partnerships, and provide opportunities forfaculty members and staff.

From the perspective of students, opportunities forinternational experience may be achieved by studyingabroad for exchanges, co-op programs, internships, andservice learning. Interest and support for these methodshave increased dramatically in recent years. Althoughthe percentage is still small (2.2% of full-time studentsin Canada studied abroad in 2006), the absolute numbershave skyrocketed (AUCC, 2007). In fact, the number ofAmerican students studying abroad in 2007-08 increasedby 8.5% from the previous year to 262,416 (Open Doors,2009). The majority of students, however, will not workor study in another country. In Canada, the major barrieris lack of financial support, followed by the curriculumat the home university being too inflexible or too heavy,low awareness and commitment of faculty members, andlack of necessary language skills (AUCC, 2007). Studentsmust rely on the willingness and ability of their instruc-tors to internationalize the courses they teach. This canbe challenging, however, because faculty members areincreasingly under pressure to cover "core"' content mate-rial at the expense of international education and socialissues (Knight, 2000). Therefore, change is slow as facultymembers tend to teach the way they were taught. As well,where faculty members are engaging meaningfully withthe concept, they are often working in isolation, scatteredacross the disciplines, few in number, and not coordinatedin any way to allow collaboration that would normally beavailable in an emerging field. Progress has been madein recent years, however, to support faculty members andincrease their level of engagement in internationalizing thecurriculum through such means as workshops providedby an educational development center or an internationaloffice, the appointment of an international student advi-sor, faculty handbooks, and special funds to support theinternationalization of courses.

Internationalizing Our Research

As we all know, research is a core function of universities,albeit the degree of emphasis varies among universi-ties. Research is by nature a collaborative activity, and"historically, this collaboration has always included arobust international dimension, which has influencedthe research enterprise itself and enriched the interna-tionalization of our campuses" (AUCC, 2009, p. 1).Promoting an international dimension in research isconsidered important to ensure a country's economic,scientific, and technological competitiveness. Inter-estingly, one-fifth of the world's scientific papers arecoauthored internationally and there is a sustained efforton the part of researchers around the world to engagecollaboratively in the production of knowledge and inno-vation (Hatakenaka, 2004). In Canada, more than 40%of academic publications by Canadians have coauthorsfrom other countries—twice the rate of 15 years earlier(AUCC, 2009). Recent trends to increase the institutionalengagement in international research collaboration haveincluded international research networks, technologicaltransfer agreements, joint research projects, the shar-ing of research facilities and major infrastructure, thelinking of research centers and virtual networks, facultymember and student exchanges and sabbaticals, and thecosupervision of doctoral students from other countries,to name but a few. A number of programs and initiativessupport these efforts, such as government granting agen-cies, institutional funding, research chair programs, andgraduate student exchange programs and scholarships.While sport does not figure in the top sectors of fundingpriority with respect to research collaboration, health,with its obvious derived benefits from sport, is ratedsecond to the environment.

Canada and the United States have a long history ofresearch collaboration with industrialized countries, butin recent years, this collaboration has expanded to otherparts of the world, notably Brazil, Mexico, Russia, India,and China. This in part reflects the growing importance ofemerging countries in the global economy and the globaladvances in science and technology.

Internationalizing Our Service

In academia, the so-called service component of facultymembers' responsibilities tends to be approximately20% of the expected workload for tenured and nonten-ured faculty. Opportunities to internationalize ourselvesthrough our service component may be achieved withcommunity committees and organizations that have aninternational element, along with international eventscoming to our communities. And for students, there areincreasing opportunities for extracurricular internationalactivities outside the classroom, such as internationalevents on and off campus. International Developmentand Education Weeks, student-sponsored seminars, andbuddy programs that pair domestic and internationalstudents.

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Barriers to Internationalization

Notwithstanding these seemingly universal methods ofintemationalization, there are some very realistic barriersto its incorporation in universities. As noted by Green(2003):

Barriers can be institutional, such as scarceresources, disciplinary paradigms, and structures, orthe absence of incentives. They also can be individualin nature, including lack of faculty expertise, lack ofinterest, negative attitudes, or the unwillingness orinability of faculty to integrate intemational leaminginto their disciplinary perspectives, (p. 1)

In 2003, the Intemational Association of Universi-ties, a UNESCO-based, intemational, nongovemmentalorganization founded in 1950 to facilitate intemationalcooperation in higher education, conducted a first-everglobal survey of its 621 members in 66 countries relatedto the practices and priorities of internationalizationat their institutions. Lack of financial support at theinstitutional level was identified as the most importantobstacle for intemationalization. While two-thirds ofthe institutions appeared to have an internationaliza-tion policy/strategy in place, only about half of theseinstitutions had budgets and a monitoring frameworkto support the implementation. Therefore, the presenceof it in the strategic plan is one element, but it mustbe a priority in terms of institutional commitment andvisionary leadership to devote the necessary human andfinancial resources to support it. An additional complica-tion in Canada relates to our chief funding source (i.e.,the Govemment), where funding is linked to domesticstudent intake. While international student intake isstrongly encouraged, with the costs to service them,more dollars are necessary.

In my view, lack of institutional commitment andvisionary leadership to devote the necessary humanand financial resources to support such a program isthe primary obstacle. Internationalization requires itsarticulation by the leadership while simultaneouslyinstitutionalizing a strategic planning process that isrepresentative and participative. The major work ofintemationalization, however, rests on the shoulders offaculty, but it requires vigorous support from institutionalleaders (Green, 2003).

Nevertheless, a number of strategies may be used toaddress these obstacles, namely supportive and highlycommitted leadership; a coherent, institution-wide (orunit-wide) strategy; clearly defined goals; wide facultyengagement; shared leadership responsibilities; align-ment of resources and removal of barriers; and persis-tence over time. As noted by Green (2003), "leadersmust help people think differently. Supporting structuresare essential, although no single structure will work forall campuses. An international office should facilitatecoherence and coordination among the many threads ofintemationalization" (p. 1).

The Status of Internationalizationin Our Field

So what about our field of sport management? I believethat sport management as an academic discipline is in anideal position to incorporate intemationalization into thebody of knowledge, its delivery, and the preparation ofour students. After all, the sport industry is a global phe-nomenon. The ongoing and increasing commercializationof the Olympic Games and other major internationalsport events such as the FIFA World Cup and Le Tourde France; the export and import of international talentat all competitive levels; the expansion of multinationalsport product and service corporations; cross-marketingand promotional agreements between partners in differentcountries; advances in on-demand information technolo-gies resulting in virtual fans; the shift in the balance ofpower in international sport; and the increased role ofsport in the world economy are just a few examples ofthis phenomenon (Fay & Snyder, 2007). As suggestedby Fay (forthcoming), the "emergence of internationalbusiness and management as a field of study within thebroader confines of academic programs in business andmanagement predicts the potential of international sportfor being a new sub-discipline of study within sportmanagement." This is not surprising given that sport hasbecome a powerful vehicle in the international exchangeprocess by delivering lasting economic, social, and healthbenefits, especially in developed countries. Furthermore,"the global sports industry is increasingly reflecting thetrends in the world economy, with a growing shift towardsemerging markets" (Wilson, 2009, p. 1 ). As leaders in thefield of sport management, we must ensure that we teach,research, and advocate from an intemational perspective.

CurriculumSo how is sport management as an academic discipline inNorth America doing in this regard? Let us first considerthe curriculum and its delivery. Many members of ouracademic discipline already employ many of the strate-gies I outlined, such as the use of international content.As well, the offering of intemational sport managementcourses and the preparation for careers in internationalsport have gained momentum in many university sportmanagement programs, but not by all schools due to avariety of factors, some of which are beyond the controlof the current deliverers of these programs (e.g., facultyworkload, finances). As noted by Chelladurai in his 1991Zeigler address, "we spread ourselves too thin" because"we don't have the workforce to specialize in the subareasof our field" (p. 216). It is now almost 20 years later. Arewe facing the same challenge?

While individual institutions have control over whatthey offer and how they deliver it, there have been effortsover the years through the Sport Management ProgramReview Council (SMPRC) program approval process toensure that specific standards of the curriculum/body ofknowledge are met. These standards tended to be more

Intemationalizing Ourselves

specific than what is presently in place through the morerecent accreditation body of the Commission on SportManagement Accreditation (COSMA). At the moment,the Common Professional Component (CPC) require-ments for sport management education at the under-graduate level appear to be vague, especially in regardto international sport management. That is, the currentCPC topical areas suggest one of the core components tobe "social, psychological and international foundationsof sport" (COSMA, 2010, p. 11). Does the latter partof this component imply "international sport manage-ment"? It is possible that the vagueness of COSMA'sterms may lead to confusion and may have been detri-mental to the focus on international components. Shouldwe be more deñned in encouraging international sportmanagement as a key component in sport managementaccreditation?

The master's and doctoral curricula in the accredi-tation do not contain any required course componentsas this is left to the discretion of the individual institu-tions. However, as noted by one international educator,Nehrt (1987), if our doctoral students do not completeany international courses during their degrees, the nextgeneration of faculty members may have difficulty inintroducing international content into the courses theyteach (Nehrt, 1987). This is problematic given that somedoctoral programs are so research focused with very httleemphasis on teaching.

Also in regard to the curriculum, there has been aslow but gradual increase in the number of textbooksand chapters devoted to international sport manage-ment, which in my view, demonstrates an awarenessof its importance as a component in our field. Thereis much room for growth in this regard. Hopefully, theintroductory textbooks will continue to devote substantialemphasis to this component in their updated editions.New technologies, such as e-book format, have made theprocess of sharing our information internationally easierthan ever, notwithstanding inherent language translationand cultural challenges. Earle F. Zeigler himself hasconverted many of his books into this format, which willallow for broader dissemination internationally. Finally,trade publications, such as SportsBusiness Journal andSportBusiness International, are also now focusing oninternational sport issues.

What about international student mobility withrespect to our academic discipline? While Study Abroadprograms are not new to our field, there has been a largeincrease in the number of programs, as well as the emer-gence of companies to service this growing aspect of theinternational market (note their presence at our confer-ence exhibitors' booths). Interestingly, while these StudyAbroad programs entail some unique locations, thereappears to be an absence of exchanges between the UnitedStates and Canada, the two partners of NASSM. Muchcan be learned from our partners north and south of theborder. A case in point is the newly established Canada-U.S. Institute at The University of Western Ontariocampus, which is the first Canadian institute think-tank

dedicated solely to the study of the relationship betweenthese two countries.

As well, internships are an important and popularaspect of our sport management programs. There ismuch room to internationalize these experiences for ourstudents by developing relationships with internationalpartners. Coordinated efforts among our sport manage-ment colleagues need to be made to lessen the challengesof culture and language. From an international studentrecruitment perspective, it is clear that there is a stronginterest from students around the world to study herein North America. Some universities tend to be moreinvolved in this capacity than others, but it is importantto keep the doors open.

I return to my belief that internationalization shouldbe viewed as a way of thinking. I ask the questions: howmany of you purposely incorporate an international wayof thinking into your teaching and curriculum? Do youincorporate international content as add-on approaches, ordo you have the requisite human and financial resourcesto offer distinct international courses for your students?Have you considered joint teaching collaborations, orfor that matter, joint sport management degrees withinternational partners? Certainly there are challenges andrealistic limitations in the latter regard, but technologicaladvancements have made these initiatives more possiblethan ever via alternative delivery options, such as distancelearning, compressed terms of study, and internationalstudy blocks.

Research

What about internationalizing our research? It is evidentfrom the sheer growth in the number of sport manage-ment-related journals that our research is being circulatedaround the world. However, does this research emanatefrom international research collaboration? To answer thisquestion in the context of our own Journal of Sport Man-agement and out of interest for this address, I (along withmy PhD student Laura Wood) examined the content ofeach issue, specifically the number of Research Reviewsand Research Notes, from 1987 to the present. My inten-tion was to examine collaboration between Americanand Canadian researchers, and also North Americanresearchers with those outside of North America. Resultsindicate that there has been a very gradual increase inthe number of collaborative articles over the years, rang-ing from one each year from 1987 through 1995, witha small gap from 1988 to 1990 inclusively where therewere no collaborative manuscripts, to seven in 2009. Inpercentages, the range extended from 7% in 1987 to 23%in 2009, with an average of 14%. However, I believe animportant observation is that the presence of collaborationhas become quite consistent in nearly every issue in recentyears as you may see from 60 collaborative articles. Ofthe 60 collaborative articles over this time period, 38%involved American with Canadian researchers, 23% wereAmerican and/or Canadian with Australian and/or NewZealander collaborators, 15% entailed American and/or

8 Danylchuk

Canadian with Asian collaborators, 12% were Americanand/or Canadian with European collaborators, and 12%involved collaborators who were not from the UnitedStates or Canada. Obviously, these findings are limitedto one journal and therefore may not be generalizableto other joumals. While there is indeed some valuableresearch collaboration that is ongoing, it will be interest-ing to track whether it will gradually increase within ourfield. In his Zeigler address three years ago, Dan Mahonyrecommended that we should have research agendas forour field. This is one area where it could be accomplished,even if it merely means collaborating with professorsin other faculties in intemational studies on our owncampuses. Workshops to encourage intemational sportmanagement collaboration organized by Pitts and col-leagues, Daprano and colleagues, and others have madean attempt in this regard.

ServiceFinally, sport management is an ideal discipline in whichto provide academicians and students with service oppor-tunities, be it through involvement in hosting intemationalsport events, and working with community sport councils,recreation departments, fitness clubs, sport clubs, andschools, with a particular focus on the intemational and/or immigrant cohort. We must continue to encouragethese types of involvement.

What Can NASSi\/l Do to PromoteInternationalization?

This discussion leads to our own academic organiza-tion. Should NASSM become involved in the process ofinternationalization with respect to our discipline? DoesNASSM have a responsibility to endorse and promoteinternationalization? As the first intemational sport man-agement academic organization that in my opinion wasthe role model and impetus for the establishment of otherregional/continental associations, I believe that the answeris yes. However, I will preface that stance by suggestingthat NASSM has for many years demonstrated both acommitment and willingness to be involved in intema-tionalization. Over the years, this has been achieved ina variety of ways, such as through its encouragement ofintemational presenters at our own conference, intema-tional papers in our joumal(s), the appointment of an inter-national delegate (and most recently, the establishmentof an Intemational Initiatives ad hoc committee), and thepromotion of Study Abroad and intemship opportunitiesin our NASSM newsletter. However, the question remains:How might NASSM do better in intemationalizing ourorganization? I offer a few suggestions.

As noted by Inglis in her Zeigler address in 2006,"conversation provides the vehicle to help us engage,clarify meanings, and be part of future directions" (p.2). So have we become too complacent and focused onwhat we have proven to do well—that is, run an excel-lent annual conference and disseminate our research in

two scholarly joumals? As suggested by Mahony in hisaddress three years ago, the number of conferences isincreasing which ironically gives us less opportunityto dialogue and subsequently may serve to widen ourdifferences. Perhaps it is time to get members of theother regional/continental sport management organi-zations together for "conversations" and "dialogue"about how we can better internationalize our academicdiscipline from a global perspective. After all, we nowhave regional associations around the world-NASSM,European Association for Sport Management (EASM),Sport Management Association of Australia and NewZealand (SMAANZ), Asian Association of Sport Man-agement (AASM), Asociación Latinoamericana deGerencia Deportiva (ALGeDe), and the newly formedAfrican Association for Sport Management (ASMA).While we are involved in hosting an "International Alli-ance Conference" on a rotational basis every few years,this alliance often consists of some informal recognitionof the alliance rather than specific dialogue concerninghow we might move forward as a global organizationthat can have impact on the sport industry and the sportmanagement scholarship. Is it time once again to reopenthe dialogue concerning an International/Global SportManagement Association?

Perhaps some new initiatives may entail the encour-agement of joint degree programs and additional facultymember and student exchanges. There are obvious chal-lenges that accompany these suggestions, and one mightquestion whether they are more the role of individualinstitutions (i.e., universities and colleges) rather thanthe regional academic associations of NASSM, EASM,SMAANZ, AASM, ALGeDe, and ASMA.

What about the students, our future sport manage-ment academicians? Perhaps we need to closely examinewhat our European colleagues have achieved for years toencourage the involvement of sport management studentsaround the world through various initiatives, for example,their preconference Student Seminar. Tbis idea has alsobeen adopted by AASM. As of this past spring, EASMorganized its first-ever Summer School at the Universityof Bayreuth in Germany directed at senior undergraduatestudents, witb a Winter Sport Management workshopbeing planned as well. Might we consider similar initia-tives for our North American students?

There have been some concerted efforts on the partof the NASSM Executive Councils over the years toincrease our visibility. It seems beneficial to continuein this regard. While I am not suggesting that NASSMis in the position to become a sponsoring partner in anintemational hallmark event, perhaps we could, however,consider further means to enhance our profile as an inter-national sport organization.

ConclusionIn conclusion, I challenge you to think about how youcan "internationalize" yourself. For professors, perhapsit is through introducing or increasing the intemational

Internationalizing Ourselves

content in your curriculum, investigating the possibilityof teaching in another country, or recruiting an interna-tional student. Alternatively, it may mean attending aninternational conference, and if finances permit, takingalong a student. But if you do this, make sure you savesome time to get to know the place you are visiting. Aswe all know from our internships, exchanges, and studyabroad programs, there is much to learn by seeing anddoing. From a research perspective, perhaps it is by col-laborating with an international colleague on a researchproject, or adding an international dimension to yourresearch in regard to content. From a service perspective,it might entail getting involved in a university and/or non-university committee that has an international component.

For students, perhaps it is through studying abroadfor a semester or for the duration of the complete degree,or taking an international studies' course, or learning aforeign language. From a research perspective, ask your-self how your research might have international implica-tions. In realizing that "success in the international sportand business sphere is predicated on personal contactand friendship" (Fay & Snyder, 2007, p. 185), considergetting involved in a NASSM student committee, orattending international conferences, be it academic orlinked to a professional sport-related organization. Seekout individuals wbo have international experiences andlearn from them. Consider volunteering at an internationalsport event or conference. But make yourselves awareof what is going on outside of your campus. Wbile tbereis much to be said about the positives and negatives ofsocial media, use these forms of media in a responsibleand educational manner, and not at the expense of a widevariety of publications with a focus on internationalaffairs, such as newspapers, professional journals, andtrade publications. As Earle F. Zeigler advocated longago, professionals should take the time to keep abreastof the world around them.

Perhaps a "start" for all of us is merely introducingyourself and your students to an international participantat a conference or sitting at a luncheon or dinner witbindividuals from another region or country. You mightjust learn something new or realize how you share similarbeliefs and interests, or even begin a possible teaching orresearch collaboration. It is my prediction that not onlywill you feel more enlightened by the experience, youmay actually enjoy it! And so I leave you with one of EarleF. Zeigler's favorite words: "Think". THINK about howyou can internationalize yourselves and your students.

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