Internationalization Opportunities
at the
University of Kentucky College of Pharmacy
Prepared by:
Melody Ryan, PharmD
Director of International Professional Student Education
Patrick McNamara, PhD
Senior Associate Dean
January 18, 2012
Executive Summary
As identified in our vision statement, the University of Kentucky College of Pharmacy aspires to be “the premier College of Pharmacy in the world, excelling in innovative pharmacy education, research, practice, and leadership”. The demands of a global economy, the impact of international communication and social networking, the breadth of scientific enquiry and a desire to ensure best pharmacy practice in the Commonwealth and across the world provide compelling rationale for examining the internationalization programs in the College of Pharmacy. It is clear that incoming professional and graduate students seek opportunities to study abroad and that such experiences can have a profound impact on their careers (“the best want to do more than the rest”). Moreover, there is a global demand for clinical pharmacy education and the College is continually sought out for collaborative agreements with programs from across the globe.
The purpose of this white paper is to establish guiding principles and a holistic framework for assessing the relative merits of such collaborations and their impact both on human and financial capital.
Recommendations
1. International programs are critical to our vision of becoming a premier College of Pharmacy; hence, these programs should be fully integrated into the existing operations of the College including fiscal and human capital.
2. The following Guiding Principles should be reviewed by the faculty for consideration, modification and adoption
· Improve pharmacy practice, education and research across the globe;
· Provide international education experiences for pharmacy students;
· Diversify the student body with a more culturally accepting environment;
· Allocate sufficient financial and human resources to assure the success of the programs;
· Consult faculty before engaging in College-wide educational or research collaborative agreements;
· Consult UK HealthCare before engaging in training involving its employees or facilities;
· Monitor and assess established metrics for such agreements/programs;
· Assure the quality of the educational programs and the reputation of the College.
3. The following Program Frameworks should be reviewed by the faculty for consideration, modification and adoption
· UK Professional Program (PharmD) Students
o Short-term professional exposures (travel abroad as part of a course)
o APPE experiences (travel abroad for recognized, structured experiences)
· International Pharmacy Training
o Short-term professional training (train at UK for 0.5 to 6 months)
o Long-term professional training (train at UK for 2-3 years, “Residency Certificate”)
· Graduate and Research Programs
o Graduate training program (international students trained at UK for PhD degree)
o Long-term research collaborations (exchange of faculty/visiting scientists)
Next Steps
1. Faculty need to review white paper and be prepared to discuss the merits of internationalization.
2. Faculty need to accept or reject the premise that global programs are an integral part of our mission and should be pursued.
3. If accepted, then the Faculty needs to adopt guiding principles and potential program frameworks.
4. If accepted, then COP Leadership needs to address resources and specifics of the proposed programs.
Introduction
Global economic and communication systems (including social networks) create expectations for a more diverse educational experience compelling students seek opportunities to study abroad. Moreover, the College is frequently petitioned to enter into a variety of arrangements with programs from across the globe to change pharmacy practice or education. The purpose of this white paper is to establish a holistic framework for assessing the relative merits and impact of such experiences and collaborations.
The University of Kentucky College of Pharmacy Strategic Plan (2011) states:
Vision: To be the premier College of Pharmacy in the world, excelling in innovative pharmacy education, research, practice, and leadership.
Mission: As a flagship unit of the University of Kentucky, the College of Pharmacy creates knowledge and develops pharmacy practitioners and research scholars to improve patient outcomes and human health.
While some might argue this is merely about rankings, we would submit that it goes far beyond what others think of us. It says that our science, our educational program, our view of pharmacy practice will change the world. In order to carry out this vision, it is imperative that we identify the essential elements of this ambitious goal and the guiding principles that will underpin decision making. This whitepaper sets forth a plan to achieve this vision, one that is proactive and positions the College for its role in the world for the next 20 years.
Background
A recent series of articles in the Chronicle of Higher Education (link) discuss some of the ethical and financial issues facing Universities establishing campuses abroad. Clearly, establishing a branch campus is beyond the scope of this whitepaper. Nonetheless a number of the ethical issues that are described may be relevant as background to the discussion.
Education
International experiences help professional students prepare for leadership in the knowledge economy and global society, appreciate multiple perspectives, and tolerate ambiguity. Study abroad assists students in the knowledge of world geography, conditions, issues, and events; awareness of the complexity and interdependency of world issues and events; understanding of historical forces that have shaped the current world system; knowledge of effective communication, including knowledge of a foreign language, intercultural communication concepts, and international professional etiquette; and understanding of the diversity of values, beliefs, ideas, and world views. Students also benefit from development of inclusive attitudes fostered by international experiences such as openness to learning and a positive orientation to new opportunities, ideas, and ways of thinking; tolerance for ambiguity and unfamiliarity; sensitivity and respect for personal and cultural differences; empathy or the ability to see multiple perspectives; and self-awareness and self-esteem about one’s own identity and culture. Students may also develop skills that will be beneficial in many of today’s work environments such as critical and comparative thinking skills, including the ability to think creatively and integrate knowledge; communication skills; and coping and resiliency skills in unfamiliar and challenging situations (Green, Olson. 2003).
Nationally and at the University, students are studying abroad in increasing numbers. In general, study abroad has become an expectation of the college experience. In a survey of high school seniors, 48% of those enrolling in 4-year institutions planned to study abroad (Hayward. 2000). A few liberal arts colleges actually make international study a requirement for graduation. However, most pharmacy students have not had time in their schedules to study abroad prior to pharmacy school.
Professional pharmacy programs are responding to this student interest in international experiences. A survey of schools and colleges of pharmacy conducted in 2008, found 82% of programs were considering engaging in international activities and 55% were offering international experiences. Most of these experiences were advanced pharmacy practice experiences (Ryan. 2008). All peer institutions for the College offer some study abroad experience (Table).
Table. Peer Institution Colleges of Pharmacy Study Abroad Programs
Program / DescriptionPurdue University / APPE in Kenya, ~20% of class; beginning Global Residency.
University of Arizona / APPEs in 10 countries, ~15 students/year. Contract with Saudi Arabian CoP to privide 2 years clinical training for junior faculty.
University of Florida / APPEs in Bath, England, Pamplona, Spain, and Barcelona, Spain. Actively seeking new partners. Graduate students from Germany. Offer Masters in Clinical Pharmacy as distance education for international participants. Medical mission trips.
University of Michigan / Center for Global Health – developing research platforms in Africa, India, China, S. America, Thailand
University of Minnesota / APPEs in Germany, Tanzania, ~12 students/year. More in development.
University of North Carolina / Developing partnership with university in Singapore to create PharmD International and PhD programs. Expect significant student/faculty exchange
University of Tennessee / ~34 students/year study in Spain, Ireland, England, Hungary, Japan, Australia, New Zealand, The Netherlands, Sweden, France, or Thailand
In 2007, a task force on internationalization was formed by the College to provide recommendations to the dean. Recommendations from the subcommittee regarding the professional program primarily involved establishing a director for international programs. The recommendations of the graduate education and training subcommittee revolved around developing graduate education links between the College and Kitasato University, Japan; Perugia University, Italy; and Peking University, China.
Graduate education has a longer history of internationalization than professional education, with many programs relying on international applicants to fill the ranks of graduate students. The experience of teaching international students helps faculty incorporate culturally diverse teaching and learning perspectives. Additionally, many of these students and some domestic students will be seeking jobs in the global market.
Research
Research, development, and manufacturing have globalized. Research collaboration should not be restrained by national boundaries and good research is no longer confined to the US. The number of new compounds being produced in Asia, particularly in India and China, has increased significantly and the number of large pharmaceutical manufacturers in Asia almost equals the number in Europe.
Research institutions have recognized the value of globalization. Approximately 70% of Research University/Very High Research Activity universities have a global health centers. The University of Kentucky, too, is interested in developing a Center for Global Health. Currently, there is a Graduate Certificate in Global Health, a Global Health Track for medical students, and an Assistant Provost for Global Health Initiatives has been named.
In 2007, a task force on internationalization was formed by the College to provide recommendations to the Dean. The recommendations of the research subcommittee were to provide support for faculty, postdoctoral fellows, and students to move between partnering institutions, to provide support for an international speaker’s seminar, and to use professional education partnerships to explore the possibility of collaborative research partnerships.
Service
The population in the US is changing with increasing numbers of immigrants. In particular, Kentucky’s population has seen large increases in the Asian, Native Hawaiian, and Hispanic populations over the last ten years (United States Census. 2010). Because the College’s clinical faculty and students will serve these populations, cultural competency and developing intercultural communication skills is important. Interaction with international individuals, whether through education abroad or through interaction with international individuals at UK, improves international and intercultural understanding.
Rationale in Relation to Strategic Plan
Internationalization is featuring prominently on campuses nationwide and has recently become a point of interest for professional schools. Internationalization of higher education is the process of integrating an international/ intercultural dimension in to the teaching, research, and service functions of the institution (Knight. 1994).
Several goals in the University of Kentucky 2009-2014 Strategic Plan (link) pertain to internationalization:
• Goal 1: Prepare Students for Leading Roles in an Innovation-driven Economy and Global Society
• Goal 2: Promote Research and Creative Work to Increase the Intellectual, Social, and Economic Capital of Kentucky and the World beyond Its Borders
• Goal 4: Promote Diversity and Inclusion.
The University also has adopted a Strategic Plan for Internationalization (link) with four related goals:
• Enhance international educational opportunities for students at UK
• Enhance the presence of international students at UK at the undergraduate, graduate and professional levels
• Broaden and deepen UK partnerships with international institutions, including the establishment of joint/double degrees, student and/or faculty exchanges, and research collaborations
• Enhance globally focused research and engagement at UK.
Likewise, the College of Pharmacy’s 2011-2014 Strategic Plan (link) embeds international objectives in Strategic Initiatives I and III:
• I.AII. Provide novel engagement opportunities (local, state, national, and international) to enrich student learning through a broad range of experiences
• III. A. Develop strategies that engage present and future practitioners nationally and internationally to address the needs of the practice community, as well as expanded roles of pharmacists and disseminate this information through education, training, research, and scholarship.
Nationally, the American Association of Colleges of Pharmacy’s Strategic Plan (link) identifies a critical issue as expanding opportunities for professional student and faculty experiences in local, national and global health initiative. International initiatives can be structured around the three goals of academic intuitions: education, research, and service.
The strengths, weakness, opportunities, and threats for the College are summarized in Appendix 1.
Current State of Internationalization
College
The College has education and research agreements with several institutions
Program / DescriptionKitasato University
(1989, 2004, 2009) / Exchanges include: faculty, staff and students for cooperative education and research
20+ year history of UK COP faculty visiting Kitasato as well as students/faculty from Kitasato visiting UK for several weeks, several Kitasato faculty have obtained Pharm.D. from UK
Peking University
(2007) / Joint research activities, exchange of academic materials/publications, faculty for research, lectures and discussions, exchange of graduate and undergraduate students for study and research
Moderate activity, APPEs plus hosted three faculty members and one MS in Clinical Pharmacy student for short-term clinical training.
Sungkyunkwan University
(2007) / Joint research activities, exchange of academic materials/publications, faculty for research, lectures and discussions, exchange of graduate and undergraduate students for study and research.
Limited activity; a research collaboration / visiting scientist with P.Deluca
US-Thailand Consortium for Developing Pharmacy Education in Thailand
(2008) / Broad agreement between 14 US SOP and 12 Thailand Universities for education and research cooperation.
Moderate activity; hosted one clinical faculty member for 3 months (they would like to establish a residency type program). Focus has moved from training PhDs to Clinical Education.
Burgundy France
(1998) / Broad agreement between UK and several Burgundy institutions. Nothing specific to COP.
No activity in last 10 years, minor activity during initial few years
The College has at least one other institution seeking a broad agreement (Jazan University, Saudi Arabia).
The College has education abroad experiences (APPE) at the following sites: