Thesis advisor: Johannes de Wit / While internationalization in higher education is widely documented, little research has been conducted on how internationalization efforts at the 28 Jesuit colleges and universities in the United States have been operated. Through three exploratory case studies at Boston College, Saint Louis University, and the University of San Francisco, administrators, faculty members, and students were interviewed to address questions of rationales, strategies, outcomes with respect to internationalization, in relation to the Jesuit mission. Information from institutional websites and Jesuit documents served to round out the analysis of global engagement at Jesuit higher education institutions in the United States. Informed by the literature, the study draws on data collected from the 24 semi-structured interviews including individual and focus groups of international and study-abroad students. The study employs the conceptual framework of three pillars of internationalization at home, abroad, and through partnerships, provided by De Wit, Howard, Egron-Polak, & Hunter (2015). The findings show the growth of Jesuit institutions in the United States in the number of their internationals students, more concentration on global curricula, more opportunities for study abroad, and promotion of international partnerships. However, the study illustrates that Jesuit colleges and universities in the United States are still more regional or national institutions and are involved in internationalization at a preliminary stage of the process with ad hoc and fragmented strategic plans. The thesis ends with recommendations for more global collaboration and frequent assessment among Jesuit entities in order to sustain their operation and continually pursue the international mission of their Jesuit tradition, for a more balanced approach between the business/reputation model and the mission model, for more faculty and international students support, and for more attention to international alumni. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Laura . Rumbley / Thesis advisor: Hans . de Wit / Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future. / Thesis (MA) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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This study looked at the impact of Ignatian spirituality and Ignatian pedagogy on staff in student-facing units at Jesuit colleges and universities. It also explored how leaders of student-facing departments and divisions operationalize components of Ignatian spirituality and pedagogy to create an Ignatian organizational culture. Qualitative data were collected through multiple semistructured interviews with nine leaders of student-facing units at Jesuit colleges and universities in the United States. Key findings were organized into four thematic sections. The findings map onto different components that derive from, or are connected to, Ignatian spirituality and pedagogy. The thematic sections are: (a) leadership’s commitment to human excellence; (b) subsidiarity; (c) showing the way to God through the spiritual exercises and discernment; (d) cura personalis and a commitment to well-educated solidarity off and on campus. These findings create a framework for leaders and student-facing staff to consult for engaging more meaningfully with Ignatian values in their attempts to build strong and positive organizational cultures for their units. Recommendations for addressing obstacles and opportunities are provided for staff leaders of student-facing units throughout the Jesuit network in the United States.