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agrees that America's students must be prepared for the global environment of the 21st century. Today, no campus planning report fails to stress the importance of "internationalizing the university." The new report from the Carnegie Foundation for the Advancement of Teaching, Reinventing Undergraduate Education, emphasizes the international dimensions of study. Institutions respond with "initiatives" such as instruction in "nontraditional" languages (Japanese, Arabic, even Kiswahili), expansion of study-abroad programs, or a strengthening of international and area studies in the curriculum. But look behind the rhetoric: "internationalize" may be closer to a buzz word than a deep-seated reality for most colleges and universities. In fact, there are significant constraints on the internationalization of American higher education. In an era of tight budgets, most institutions lack the financial resources for major international initiatives. And institutions with a lot of international activities often lack the coherent strategic direction that provides connective tissue across them. For example, how does a goal of having more students study abroad relate to plans for faculty development? Will we have a globally oriented student body taught by a faculty that is hard-pressed for resources to place its teaching and research in a comparative context? Will foreign students on U.S. campuses be seen as a source of income or as a resource of international expertise?

Internationalize American Higher Education? Not Exactly