Internationalization of Education

As the world continues down a path of rapid integration and interdependence, educational institutions across the world have responded by initiating processes of internationalization that seek to bring international voices, knowledges, and people into their campuses. As such, our research, broadly defined, looks into the ways education is being impacted by and is responding to the influence of economic, social, and political globalization, both in the US and abroad.


  1. William Geibel, PhD Candidate, Comparative and International Education

  2. Paulina Morales, PhD Candidate, Comparative and International Education

  3. Linli Zhou, PhD Student, Comparative and International Education

Publications and Presentations

  1. Geibel, W. (2019). From Cultural Resources to Public Diplomats. Journal of Comparative & International Higher Education, 10(Winter), 39-45.

  2. Geibel, W. (2019). Improving Intercultural Interactions: Towards a Pedagogy of Public Diplomacy. Paper session at the International Conference of Multiculturalism and Interculturalism. Porto, Portugal.

  3. Zhou, L. (2019). Dilemmas of Studying Abroad for Chinese Students in Graduate Programs at Universities of the United States. Paper Presented at the 63rd Annual Meeting of Comparative and International Education Society (CIES), San Francisco, California, USA, April 16, 2019

Regional Focus

We currently have research ongoing in the Middle East, Turkey, China, Russia, and the United States.

Project Details: Diplomacy in Higher Education: Middle Eastern Student Perspectives on Citizen Diplomacy

In order to meet the demands of an increasingly globalized world, universities have established internationalization initiatives aimed at improving the global competencies (GCs) of their students, including cultural and global understanding, awareness, and appreciation. As a central component of their internationalization efforts, universities have turned to admitting a growing number of international students in the hopes that their presence on campus will facilitate greater GCs among all students. As a result, universities have placed an expectation on these students to play the role of citizen diplomats; individuals tasked with improving global relations through their interactions with others. However, universities have done little to communicate this expectation to international students and we collectively know very little about how international students understand their diplomatic role and presence on US campuses. Focusing specifically on Middle Eastern students, a group whose presence in the US is greatly intensified by current US-Middle East relations, this dissertation project utilizes focus groups, content analysis, and in-depth interviews to examine how these international students perceive and make sense of their diplomatic role while on US universities. Ultimately, it is argued that in order to realize the full potential of international programs aimed at facilitating GCs, international student perspectives must be included in the design of internationalization initiatives. In so doing, this dissertation advocates for an approach to international student programs that appreciates international students as active, rather than passive, contributors to internationalization.

If you are interested in learning more about this project or collaboration opportunities, please contact William Geibel at