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International Education and the Post-9/11 Syndrome: A Study of International Educators in Selected Miami-area Colleges

机译：国际教育与9/11后综合症：迈阿密地区大学的国际教育者研究

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This dissertation focuses on the relationship between the September 11, 2001 terrorist attacks on symbols of economic and military power in the United States and the internationalization agenda of colleges and universities. The construct, “post-9/11 syndrome,” is used metaphorically to delineate the apparent state of panic and disequilibrium that followed the incident. Three research questions were investigated, with two universities in the Miami-area of South Florida, one private and the other public, as qualitative case studies. The questions are: (a) How are international student advisors and administrators across two institutional types dealing with the “post-9/11 syndrome?” (b) What, if any, are the differences in international education after 9/11? (c) What have been the institutional priorities in relation to international education before and after 9/11? Data-gathering methods included interviews with international student/study abroad advisors and administrators with at least 8 years of experience in the international education function at their institutions, review of relevant documents, and analysis of each institution’s international student and study abroad data bases. The interviews were based on the three-part scheme developed by Schuman (1982): context of experience, details of experience and reflection on the meaning of experiences. Data collection and analysis for each institution were conducted simultaneously. Taped interviews, researcher insights, and member checks of transcripts were preserved as an audit trail to provide support for the integrity and consistency of my findings. Key findings include a progressive decline in fall to fall enrollment at the University of Miami by 13.05% in the 5 years after 9/11, and by 6.15% at FIU in the 7 post-9/11 years. In both institutions, there was an upsurge in interest in study abroad during the same period, with heavy concentration in Europe but less than 5% of enrolled students ventured abroad annually. I summarized the themes associated with the post-9/11 environment of international education as perceived by my participants at both institutions as 3Ms, 3Ts, and 1D: Menace of Anxiety and Fear; Menace of Insularity and Insecurity; Menace of Over-regulation and Bigotry; Trajectory of Opportunity; Trajectory of Contradictions; Trajectory of Illusion, Fatalism and Futility; and Dominance of Technology. Based on these findings, I recommended an integrated Internationalization At Home Plus Collaborative Outreach (IAHPCO) approach to internationalization, predicated on a post-9/11 recalibration of national security and international education as complementary rather than diametrically opposed concepts.
机译：本文着眼于2001年9月11日美国对经济和军事力量象征的恐怖袭击与大学国际化议程之间的关系。隐喻使用“ 9/11后综合症”这一结构来描述事件发生后的恐慌和不平衡状态。定性的案例研究对三个研究问题进行了调查，其中南佛罗里达州迈阿密地区的两所大学，一所私立大学和另一所公立大学。问题是：（a）应对“ 9/11后综合症”的两种机构类型的国际学生顾问和管理人员如何？ （b）9/11之后的国际教育有什么不同？ （c）9/11之前和之后与国际教育有关的机构优先事项是什么？数据收集方法包括采访在其机构中具有至少8年国际教育职能经验的国际学生/留学顾问和管理人员，审查相关文件以及分析各机构的国际学生和出国学习数据库。访谈是基于舒曼（1982）开发的三部分计划：经验的背景，经验的细节以及对经验含义的反思。同时为每个机构进行数据收集和分析。记录下来的访谈，研究人员的见解和成绩单的成员检查被保留为审核记录，以为我的发现的完整性和一致性提供支持。主要发现包括在9/11之后的5年中，迈阿密大学的入学率下降了13.05％，而在9/11之后的7年中，FIU的入学率下降了6.15％。在这两个机构中，同期对出国留学的兴趣激增，主要集中在欧洲，但每年少于5％的在校学生到国外冒险。我总结了与我的两个机构的参与者都将3M，3T和1D视为9/11后国际教育环境相关的主题：焦虑和恐惧的威胁；不安全和不安全的威胁；过度监管和偏执的威胁；机会轨迹；矛盾轨迹；幻觉，宿命论和徒劳的轨迹；和技术优势。基于这些发现，我建议采用集成的国际化加上国际协作协作（IAHPCO）的方法来进行国际化，该方法基于对国家安全和国际教育的9/11后重新校准，作为补充而不是截然相反的概念。

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    Tella Oluyinka;

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