final-campaignsbook

Hunter McCampbell JT RealeStephanie BaguidyJayne Johnson Shafina Ghanie and Ansley Gordon

By:

lobal ators

Internationalizing the Gator Nation

The world is within your reach...

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Table of Contents

Executive Summary..............................................................

Research..............................................................................

Situation Analysis.................................................................

Goals & Objectives...............................................................

Message Strategy.................................................................

Strategies.............................................................................

Tactics..................................................................................

Timeline................................................................................

Budget..................................................................................

Evaluation.............................................................................

Stewardship..........................................................................

Team Biographies.................................................................

Appendices..........................................................................

References...........................................................................

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46

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66

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87

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Executive SummaryOur campaign begins with the most important part of any process: research. We began with secondary research. Primary research was then conducted via in-depth interviews with faculty and staff during the spring 2014 semester. We strategically conducted and analyzed 72 student and 72 professor interviews (a total of 144 interviews) from each college at the University of Florida. Students ranged from 18 to 22 years of age.

The QEP served as the foundation of our research and interview questions. Articles found inside the QEP gave light to important aspects, statistics and motivators that were imperative in developing effective survey questions. These gave us the information needed to move forward with a successful campaign. The research was gathered and evaluated for significant expected and unexpected findings among student and faculty members. Our findings allowed us to understand our publics’ demographics and other key information to create the research-based campaign. Some of the key findings from our primary research include faculty members wanting incentives to participate and students’ need for financial assistance. They also want their international experiences to pertain to their desired careers.

The goals and objectives for the promotional campaign fall in line with the goals of the QEP plan. In order for this campaign to be successful, we must ensure that we’re meeting the overarching goals of internationalization at the University; otherwise, our efforts are fruitless. The goal matches with the QEP efforts: to create an international culture at the University, which students and faculty can identify with and feel a part of. The student objectives are in line with taking international courses, learning a foreign language, studying abroad, becoming involved in inter-national events and opportunities, and becoming Global Gators.

Both students and faculty are a part of the Gator Nation, and messages are strongly positioned to harness the connection that all members of the Gator Nation feel. Messaging is lead by the encompassing strategy: the Global Gators. It’s supported with “the world is within your reach,” to help students understand that becoming internationalized isn’t as hard as it might seem.

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Our campaign begins with the most important part of any process: research. We began with secondary research. Primary research was then conducted via in-depth interviews with faculty and staff during the spring 2014 semester. We strategically conducted and analyzed 72 student and 72 professor interviews (a total of 144 interviews) from each college at the University of Florida. Students ranged from 18 to 22 years of age.

The QEP served as the foundation of our research and interview questions. Articles found inside the QEP gave light to important aspects, statistics and motivators that were imperative in developing effective survey questions. These gave us the information needed to move forward with a successful campaign. The research was gathered and evaluated for significant expected and unexpected findings among student and faculty members. Our findings allowed us to understand our publics’ demographics and other key information to create the research-based campaign. Some of the key findings from our primary research include faculty members wanting incentives to participate and students’ need for financial assistance. They also want their international experiences to pertain to their desired careers.

The goals and objectives for the promotional campaign fall in line with the goals of the QEP plan. In order for this campaign to be successful, we must ensure that we’re meeting the overarching goals of internationalization at the University; otherwise, our efforts are fruitless. The goal matches with the QEP efforts: to create an international culture at the University, which students and faculty can identify with and feel a part of. The student objectives are in line with taking international courses, learning a foreign language, studying abroad, becoming involved in inter-national events and opportunities, and becoming Global Gators.

Both students and faculty are a part of the Gator Nation, and messages are strongly positioned to harness the connection that all members of the Gator Nation feel. Messaging is lead by the encompassing strategy: the Global Gators. It’s supported with “the world is within your reach,” to help students understand that becoming internationalized isn’t as hard as it might seem.

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Social media, a major source of news for students, is used to disseminate information about the Global Gators and international events. Other tactics work to accomplish different strategies such as fostering University of Florida tradition, featuring “famous faces,” and holding international events. Advertisements are also used to promote the Global Gators.

For faculty, tactics were more specific to their desired incentives and needs. Communication tactics were designed to further spotlight faculty who are involved in the international process using faculty distinctions, office supplies and press releases. Presentations are developed to help faculty understand the QEP and its goals. Faculty events will also help recognize faculty involved in internationalization while teaching them more about the international landscapes.

The timeline is based on the length of the entire five-year campaign. Fall 2014 is divided by week, while the consecutive years are divided by semester. The activities are listed with their corresponding timeframes and due dates on the Gantt Chart.

A budget of $72,000 for the first year and $40,000 for each of the following four consecutive years was allotted for the campaign. Personnel, materials, media costs, equipment and facilities, and administrative items were calculated for the five-year time span. There was a contingency worth 10 percent added to the subtotals before the grand totals of each section were calculated. The grand total for the first year was $33,469.81 and the grand totals for the four consecutive years all equaled $21,419.31. A portion of the leftover budget was put towards stewardship tactics. These tactics will cost $8,221.56. There is a large amount of unused funds ($74,221.89). We propose that it is best to come in under budget in order to have money in case something comes up. It is better to be prepared. Leftover funds can also be used for internationally related scholarships.

Evaluations are crucial to the campaign process. The majority of our proposed evaluation plan looks at process evaluation and programmingevaluation.

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As a whole, we intend to use surveys at noted points throughout the duration of campaign that are shown in Evaluations section of this book. We also have proposed questions to be added to the course evaluations at the end of each semester. For our programming evaluation, we propose that the metrics of students who studied abroad before and after the campaign, the number of courses with an international focus before and after the campaign, as well as those involved in international clubs and organizations before and after the campaign be evaluated.

When the internationalization campaign ends, the target publics will still exist. It is important to maintain relationships with our target publics through stewardship. The four aspects of stewardship, which are reciprocity, responsibility, reporting and relationship nurturing, are addressed in our stewardship tactics. In order to show thanks to the campaign’s stakeholders, including participating faculty and freshman, it is important to take the time to write thank you cards. Office supplies will be randomly distributed to all faculty members who participated during the duration of the campaign. These will be similar to the office supplies given to internationally ranked faculty members.

The University of Florida has the responsibility of showing freshman and faculty that the campaign did what it promised it would do. A video of anecdotes, statistics, photographs and experiences will also be created. A newsletter is an ideal way to keep the target publics informed. A Listserv will be continuously updated both during and after the campaign. In order to maintain positive current relationships, the University will host a luncheon. It will be referred to as the “Bring a Freshman Luncheon.” A dinner will be hosted for those who were involved in leadership during the campaign. The “Global Gator dinner” will be hosted during the fall after the campaign ends.

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Research

The University of Florida is faced with reaching the goal of internationalization. The research conducted on the University of Florida and findings from such research address the factors that can affect the University and lend insight to the development of the campaign for internationalizing the University of Florida.

The University already has an existing curriculum of classes with an international focus, yet the majority of the classes don’t relate the subject back to an international market. Currently, there are 384 courses available to fulfill the required international studies requirement. This does not include the option to study abroad. For students who wish to study abroad, they have the opportunity to not only learn from the course, but they experience the culture as well as learn the curriculum.

The University of Florida is known for being a land grant, research-based university and has a positive reputation for being one of top universities in the United States. According to Forbes (2013), “the University of Florida ranked 41 in nation among research universities, with over 150 research centers and institutes.”

In comparison to Florida’s other state universities, the University of Florida has trumped the competition. According to Shavell (2012), “the University of Florida was ranked the highest among Florida universities in the magazine’s 2012 list of America’s Best Colleges.”

In-depth interviews with students revealed they are interested in internationalization because they would be able strengthen their resume to be able to stand out to employers and potential graduate schools. As shown through research, the desire to obtain an international degree is fueled by the students’ aspiration to be more employable, have higher sala-ries, and to be successful in a global environment.

Organization

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In addition to this research finding, a strength of the University of Florida is the high freshman retention rate and the rate of those who graduate from the institution. These contribute to the University of Florida’s overall positive image as a strong university.

According to the University of Florida (2014), the University was ranked ninth by job recruiters “on the list of places where corporations prefer to recruit new employees in 2010 and number two on Smart Money magazine’s list of universities whose graduates get the highest salary return for their tuition dollars in 2012.” This statistic makes the University of Florida the perfect springboard for students to enter a global workforce.

The number of students studying abroad has remained stagnant over the past five years. This poses as a weakness of the University of Florida. During the in-depth interviews students were asked to explain why they didn’t study abroad if they hadn’t already. The majority of students responded that it was due to monetary constraints and/or scheduling conflicts (no classes in their major/not enough time to study abroad and graduate on time). We found that the data from the Office of Institutional Planning and Research on student enrollment in courses with an international focus supports the decreased study abroad participation. “From 2008 through 2012, the number of students enrolling in foreign language courses at the 1000 and 2000 level (lower division) has decreased from 10,980 to 8,006. This also included a drop of 1,377 students from 2011 to 2012” (Brophy, Miller and Villalon, 2014, pg. 11).

This presents a challenge for internationalization efforts, as foreign lan-guage is a major component for internationalizing the University. The idea of increasing participation in foreign language classes would increase the students’ marketability to employers, but it has not been tested if the University could handle more students enrolling in foreign language classes at the University of Florida. This would be a topic for further research.

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The University of Florida currently has 63 student organizations focused on international students. These organizations serve as a platform to promote and facilitate international interests as well as activities among students. In total, there are 980 student organizations, and many offer programs and workshops that address internationalization and SLOs. Our research suggested that the majority of students who were not involved in international organizations were unaware of their existence. The large number of international programs, courses and organizations can be a major opportunity for the University of Florida.

Many faculty members at the University of Florida have traveled and studied internationally. Even though they may not teach internationally focused courses or courses that relate to an international market, their global experiences are invaluable to their students and colleagues. Their knowledge and involvement abroad is an opportunity for the University to utilize resources that are built into the faculty members on campus.

The current state of the economy is not ideal, and this affects the state’s universities and poses a threat to the University of Florida. When students can barely afford tuition, paying to participate in study abroad programs can be unattainable. In our research we found that students agreed that one of the factors inhibiting participation in study abroad is monetary concerns. Even though they may wish to, they feel studying abroad is not an option for them.

The University of Florida is a public university, so it is affected by government budget cuts. State legislature can also pose a threat to the university as a whole. Governor Rick Scott signed a budget in 2012 that would affect the entire university system in 2013. University funding in Florida “was [going to be] slashed by $300 million in the [2013] fiscal year” (“Scott Agrees to $300 Million Cut in University Funding”). In response to the budget cuts, the University decided to reduce tenure positions. According to Schweers (2013), the University of Florida “cut full-time tenure and tenure track faculty by 9.4 percent and increased part-time and non-tenure faculty by 9.8 percent.”

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The ratio of students to faculty is 21:1. With 49,785 students and about 4,000 faculty members, the University of Florida has a large number of people to communicate with. It is impossible to communicate with over 50,000 with the same message, which presents a threat to the university. Being able to study abroad can help remedy this because students have the opportunity to experience a smaller classroom setting and have a more personal scholastic experience while advancing one’s potential in an international job market.

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The University of Florida is implementing a Quality Enhancement Plan (QEP), Learning Without Borders: Internationalizing the Gator Nation, “designed to further internationalize the undergraduate learning experience at the University of Florida” (Brophy, Miller and Villalon, 2014, pg. 3). The QEP is designed to address the opportunity for internationalization across the University of Florida. According to the QEP, student involvement in international courses and activities has decreased since 2009 and the purpose of this plan is to raise international involvement (participation in internationally focused courses, study abroad, foreign language courses, international organizations and clubs) on the University of Florida campus (Brophy, Miller and Villalon, 2014, pg. 3). Understanding the process of achieving reaffirmation of accreditation is crucial in understanding why the plan and the best possible way to implement it.

The 2012 Principles of Accreditation; Foundations for Quality Enhancement document by SACSCOC stresses the importance of “internal review and evaluation” in the accreditation process. The Southern Association of Colleges and School Commission on Colleges evaluates each institution based on the core requirements, the comprehensive standards, the federal requirements, the Commission on Colleges’ policies, and the principle of integrity. The core requirements are “basic, broad-based, foundational requirements” and must be met in order to qualify for accreditation or reaffirmation of accreditation (Brophy, Miller and Villalon, 2014, pg. 11).

Part of the University of Florida’s mission statement is “the University of Florida must create the broadly diverse environment necessary to foster multicultural skills and perspectives in its teaching and research for its students to contribute and succeed in the world of the 21st century” (registrar.ufl.edu). This is directly related back to the measurable Student Learning Outcomes (SLOs) set forth by the QEP.

Situation

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The three SLOS are: •SLO1: Students identify, describe, and explain global and intercultural conditions and interdependencies. •SLO2: Students analyze and interpret global and intercultural issues. •SLO3: Students communicate effectively with members of other cultures. (Brophy, Miller and Villalon, 2014, pg. 16)This shows internationalization is vital to the University of Florida’s mission of ensuring students are prepared for work after college.

Losing accreditation would be detrimental to the University of Florida and the future of the institution. The University would lose prospective students, faculty, funding, research opportunities and prestige. Getting a degree from a university that is not accredited can be viewed as useless to students. Faculty would not seek positions at an unaccredited institution because there would be little funding for research, little value to the students they teach, and little value of the experiences at later employers in their careers (“The Value of Accreditation,” 2014, pg. 1).

Most importantly, there would be a loss of both public and private funding. This is because accredited institutions not only receive funds from public sources, they “benefit from tax-exempt status and from the ability to generate tax-deductible contributions” (Dickeson, 2014, pg. 3). The result of not being reaccredited would be a great financial loss for the University. The institution would have to pay more taxes, which would take money from anyone who did decide to donate (“The Value of Accreditation,” 2014, pg. 1). Students would lose access to federal and state financial aid, as most federal and state financial aid is only offered for degrees at accredited institutions (“The Value of Accreditation,” 2014, pg. 2).

The QEP contains articles examining faculty and student behavior, lending insight to the situation.

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For example, Sawir examines pedagogical differences that cause faculty to react differently to the changing educational environment that is created and offered by internationalization. The author reported that physical sciences and engineering faculty were less likely to accommodate internationalization in the way they taught. Also in the QEP, Stroud presents data on the number of American students interested in studying abroad and the factors affecting their participation. Factors include: parental income, parental education, race and gender (Brophy, Miller and Villalon, 2014, pg. 19).

The situation can be resolved to mutually benefit the university, faculty and students by highlighting the advantages made available through the international program. This allows the University of Florida to increase the international standing as well as students’ involvement. For example, we need to create understanding of the scholarship opportunities that are available to students who are interested in studying abroad. This needs to be done for all colleges on campus. Sawir explains that faculty of the social sciences, business and art were willing to facilitate internationalization by examining and revising their approaches to teaching. The article concludes with “disciplinary differences need to be taken into account in developing and implementing internationalization plans” (Brophy, Miller and Villalon, 2014, pg.19).

The organization is committed to resolving the situation shown in the QEP through six campus initiatives: •Study Abroad •Curriculum Enhancement •Campus Life •International Resources and Support •International Scholars Program •Language Courses (Brophy, Miller and Villalon, 2014, pg. 27-31).

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The QEP describes how these initiatives will be used to develop the “new and expanded campus” and how they will contribute to the university a direction of how to reach resolution. According to the ITF, student engagement in international activities and courses has declined at the University of Florida since 2009 and these initiatives are designed to enhance participation in international events through the University of Florida (Brophy, Miller and Villalon, 2014, pg. 27).

To focus the plan on student and the conditions that enhance student learning, the International Task Force (ITF) selected two international competencies to develop and measure in the University of Florida undergraduate students - global awareness and intercultural competence as well as the three student-learning outcomes (SLOs) were developed to measure these competencies. Next, the ITF engaged various stakeholder constituencies in the development of campus initiatives that enhance the learning environment to enable student learning and demonstration of the SLOs. The campus initiatives are study abroad, curriculum enhancement, campus life, international resources and support along with the International Scholars Program (Brophy, Miller and Villalon, 2014, pg. 44).

For internationalization among the universities in Florida, each one has an international center and resources for students and faculty to make use of. The International Center at the University of Florida motivates and mobilizes the community to integrate and sustain high-impact global dimensions in learning, discovery, and engagement, and provides administrative support to assure leadership for this vision. The top three within the state, making up the University of Florida’s external environment, are Florida State University (FSU), University of Central Florida (UCF) and University of South Florida (USF) (Brophy, Miller and Villalon, 2014, pg. 12).

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Internationalization is not a topic for just the University of Florida campus, but for Gainesville as a whole. For instance, David Wood, M.D., MPH, a pediatrics professor at the University of Florida College of Medicine – Jacksonville, was selected as a 2013 the University of Florida International Educator of the Year. Wood is a senior faculty member and recognized for his efforts as director of the Program for Global Health Education, which is part of the University of Florida College of Medicine. For the campaign, the efforts of professors will support that internationalization is a key part of the current job market and relating their education back to the global market is vital to their future success. With Wood’s efforts, he has the potential to become a strong international resource curriculum enhancement. (University of Florida Health Media Relations, 2013)

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For this campaign, the key publics are the students, specificallyunderclassmen, and faculty of the University of Florida. According to the University of Florida Office of Institutional Planning and Research, the University of Florida currently enrolls 49,878 students, with 33,168 of those students considered undergraduates. The University of Florida’s Common Data Set for the 2012 academic school year breaks down students by undergraduate status and gender, with 14,979 males and 18,189 females enrolled as undergraduate students. Of all undergraduates enrolled at the University of Florida, 13,878 of them associate with a race or ethnicity other than white. The University of Florida admitted 1,848 undergraduate international students in fall 2011 (“Common Data Set”).

By means of our secondary research, we noticed that the undergraduates at the University of Florida are most likely classified as aware publics. For the most part, they understand the need for international and global education, as made apparent by various departments and faculty at the University of Florida. They are also found in the Millennial age group, as they are most likely in the age range of 18 to 22 years old. According to the Pew Research Center, Millenials are groups that are “receptive to new ideas and ways of living” (“The Millenials”). This makes this group of individuals the best public for the internationalization initiatives.

According to Mediabistro, “68 percent of Millenials cull their data from social media.” However, social media is ranked as the second most primary source of news, falling right behind news websites. A vast majority of the individuals in this group also rely on word of mouth in order to collect their information; for this reason, most of the opinion leaders for these individuals are their peers (“68 percent Of Millenials”).

Faculty members are classified as aware publics regarding involvement in the issue of internationalization at the University of Florida.

Key Publics

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They are the functional linkage acting as a liaison between administration and students. Faculty members act as both leaders on campus as well as empowering students toward future careers and opportunities (Brophy, Miller and Villalon, 2014, p. 30).

The University of Florida is nationally recognized with a range of notable faculty and staff members. According to a timeline on the university’s website, the University began to gain their “international prominence” in 1975 and continued through 2003 (“UF; The UF Timeline”).

As stated on the site, “the University of Florida is a leading public research university situated in what Money magazine calls “the best place to live” in the United States. With a focus on excellence in research, teaching, technology and athletics, the University of Florida will certainly remain a leader in higher education,” (“UF; The UF Timeline”). This international presence makes the University of Florida an ideal place for professors to gain status as well as impact a global market through their research and students, due to the fact that the University of Florida “is a leading public research university” (“UF; The UF Timeline”).

Being as the University of Florida has had a presence in the international market and studies for a number of years, along with the amount of research the University of Florida allows for, professors at the University are likely to be innovators looking for ways to expand their fields as well as inspire students. According to the Faculty & Staff page of the University’s website, from 2010 – 2011, the faculty at the University of Florida obtained over $600 million in research grants and training grants to be used at the University (“UF; Faculty & Staff”).

The age group that fits faculty at the University of Florida is Generation X, ranging from 33 to 44.

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Because of the wide breadth of age in the University of Florida faculty this age group best fits the demographic of professors at the University of Florida. According to Sydney Jones and Susannah Fox of Pew Research Center, Generation X accounts for 23 percent of the internet-using population; this statistic is only seven percentage points below the Millennial group population. The Generation X group also accounts for 20 percent of the adult population (Fox & Jones, Pew Research Center, 2009).

Through primary research, of our sample size, 83 percent of students interviewed expressed interest in participating in study abroad. One felt that students needed to be able to go through the experience of being in another country. The majority of students interviewed said that they are interested in seeing how other cultures live. They are also interested in going with a university to see how other cultures learn. As one participant said, “I think it would be interesting to learn about another culture and kind of, since the United States like education system is really different from other countries, I think it would be interesting to go to their school and other places and see what they are like.”

However, the major themes that emerged through analysis showed 68 percent of participants could not participate because of financial constraints, time constraints with school schedules, or family obligations/unwillingness to leave family. One participant noted, “I am interested in studying abroad, but I’m afraid that I’m not financially able to afford it.” These themes were found throughout a majority of students interviewed. A small amount of students were uninterested in the study abroad program as a whole.

We also found that 35 percent of students are not participating in international events and clubs because they are simply not interested. The select few who were involved were very passionate about their clubs.

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Other reasons for the lack of student participation in international events and organizations include time conflicts and transportation issues to certain off-campus occasions. A suggestion that was mentioned by more than one student interviewed was that they would be more likely to participate in an international event if it pertained to their college. They suggested that if an international speaker came in and discussed something that related to their major, they would be interested in attending.

Regarding motivation for participating in the International Scholars Program, 27 percent of students made a point to state that they would be interested in the International Scholars Program as a resume booster. As one student put it, “Honestly… If we’re getting real… Probably just to put it on my resume.” Another student said, “...so I think it would be difficult to get a lot of participation at first, but I think eventually, if for no other reason, people would be all over that to put it on their resume. It would look really good in majors like business and finance and stuff where an international focus or an international experience of some kind would be really beneficial to them.”

In terms of primary research on faculty members, most individuals who are not involved in the QEP plan do not know much about it or understand what it is. Only 32 percent of faculty members interviewed were familiar with the QEP. As one faculty member from the College of Engineering mentioned, “I know a good amount of money is being invested into making UF one of the best top ten universities in the nation.”

A majority of faculty members do not teach international-specific courses, but many of them include international concepts in their courses in order to provide broader perspectives. Of the 60 percent of faculty who do not teach an international focus course, one faculty member from the College of Agriculture and Life Sciences stated, “We do talk about international components… and I do have speakers that will talk about international topics. But I would not say that it’s necessarily focused on it.”

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Most respondents haven’t considered designing and implementing new international courses due to the lack of incentives, which include time and funding. Among the faculty interviewed, only 35 percent said they have thought about creating and teaching an international course. One faculty member from the College of Liberal Arts and Sciences said, “The question becomes one of resources and where are the monetary resources coming from.” She continued to ask, “Will there be new additional funds available just for this…?”

Regarding faculty participating in studying abroad, about half have participated and half have not. Of those, 53 percent who have studied abroad enjoyed the trip immensely, felt a better sense of community from those who went abroad, and are likely to do it again. Almost all of the respondents who have not studied abroad either have interest in studying abroad or are planning a trip abroad. Those who have not studied abroad and have no interest in studying abroad attribute these feelings to lack of incentives. In addition to this, it is a reoccurring theme that faculty members choose not to study abroad due to family ties in the United States. One faculty member stated, “Yes, I can be interested in going; I have my family here though. That can be a problem.”

In order to appropriately and effectively facilitate internationalization, faculty expects a higher level of involvement from administration. One of the biggest issues mentioned by faculty members is the lack of sup-port from administration. One faculty member from the College of Human Health and Performance stated, “Yes, the university has enough activities and interest in it, but the administration needs to come forward with more support and encouragement for it.” One member from the College of Liberal Arts and Sciences even went as far as to say, “So in fact, I would say the administration is anti-internationalism.”

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Student interest in study abroad

Students that can’t study abroad due to financial constraints or scheduling conflicts

Faculty awareness of QEPFaculty belief that UF is internationally focused

Interested

NotInterested

Other reasons

Able to participate

AwareNot aware Not internationallyfocused

Internationallyfocused

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Situation AnalysisThe situation the University of Florida is faced with is to internationalize the campus, as well as sensitizing students to a global environment. The situation at hand specifically lends itself for the University to make an opportunity out of the lack of internationalization at the University of Florida. The groups involved are students and faculty. The situation allows faculty to facilitate curriculum development and international resources and support, in addition to study abroad, for students at the University.

The students interviewed expressed a strong interest in study abroad, yet the major factors contributing to the lack of participation, or the lack of planning on participating during their time at the University of Florida, was due majorly to two factors: financial constraints and time constraints/staying on track for graduation. This theme was widely common throughout all students’ interviews.

Currently, faculty members at the University believe that the University of Florida is more international today, but they do not consider the University as an internationally focused one. Furthermore, faculty members specifically believe that in order to be considered a top university, internationalization should be incorporated into research, curriculum and student involvement.

In terms of faculty members, the QEP does facilitate the development of resources for faculty involvement in internationally focused events, resources and curriculum. However, the QEP does not address faculty awareness of the plan, nor does it specifically involve administration in the promotion of an internationally focused university.

In sum, both faculty and students acknowledge the positive direction of internationalization at the University of Florida. Moreover, college and department level involvement across the University will need to be facilitated in order to better aid faculty and student level cooperation with internationalization efforts. With succinct communications efforts, administrative support and additional resource provisions, the campaign can better facilitate the development of an internationally focused university.

Goal

To make internationalization an integralpart of the culture at the Universtiy ofFlorida.

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Student Objective 1To increase enrollment in classes with an international focus or component by 10 percent by fall 2015.

Engaging a group of students who will become the stewards and implementers of internationalization programming through a program called the “Global Gators.”

Providing all information on international events and opportunities in one location, access point

Utilizing famous faces to implore students to get involved in international activities and courses.

Recognizing and repeating testimonials and imagery of student peers who have participated in international programming.

Incorporating internationalization into UF’s culture and tradition.

Involving each College at UF in international efforts and events.

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Student Objective 2To increase enrollment in foreign language classes by all majors at UF by 10 percent by fall 2015.







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Student Objective 3To increase student involvement in study abroad by 25 percent by fall 2015.





Targeting parents, who ultimately enable students to study abroad, at preview and other times.


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Student Objective 4To encourage 25 percent more involvement in international events and opportunities on cam-pus among students by fall 2015.





Targeting parents, who ultimately enable students to study abroad, at preview and other times.


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Objective 4 continued

Promoting international opportunities, events and information via social media.

Global Gators will host workshops and informational sessions on international events.


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Student Objective 5To encourage at least 100 students to become Global Gators by spring 2015.







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Faculty Objective 1To increase understanding of the QEP plan by 60 percent by spring 2015.

Utilizing members of the QEP task force to hold informational workshops concerning the QEP.

Providing information to individual colleges at faculty meetings through members of the QEP task force.

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Faculty Objective 2To increase the number of faculty members teaching courses with international components by 15 percent by spring 2015.


Appealing to faculty egos by distinguishing certain professors based off their international involvement and achievement.

Recognizing faculty members who are currently involved in or becoming involved in international efforts.

Incorporating bonuses and incentives for faculty members who achieve distinguished international achievements or titles to appeal to economic factors.

Highlighting the efforts, works and achievements of faculty members at International Mixers.

Moving forward: Incorporating international achievements into the tenure process, if possible.

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Faculty Objective 3To increase the number of faculty members participating in study abroad trips by 10 percent by fall 2016.






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Faculty Objective 4To increase the number of faculty members participating in international efforts by 10 percent by spring 2015.






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Core Message

Global Gators: The World is Within Your Reach

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Through research and personal affiliation, we ultimately understand that students feel a sense of connection to the University of Florida and The Gator Nation. There’s

much more that goes into being a Gator other than just attending the University. The statement

plans to invoke a sense of curiosity in students: “How is the world within my

reach?” We also want this statement to catch the attention of those students who believe they cannot participate in study abroad and other international activities. We understand that students learn a great deal of information through opinion leaders,

peers; thus, we must address how to facilitate finding that information.

Students are also looking for information quickly, thus, a one-stop

center for all information is best suited to address this student need. This one-stop center will

be formatted in a simple, comprehensive manner, which will not overload students with information.

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Support Statement 1Want to see the world? UF can take you there.

When disseminating messaging about study abroad, we want students to understand that it’s easy to get involved and participate in study abroad programs. This support statement is used to help students understand that UF makes study abroad a reality. This will be followed by information on scholarships, availability, types of study abroad and more. This information will be specific to each college at UF.

Van los Gators. Go Gators!

Support Statement 2

Gators understand that there’s so much more to experience than simply being a part of UF. Students are a part of the Gator Nation, and the Gator Nation is multilingual. This statement shows that “Go Gators!” is not unilingual, but instead a global aspect. Students will be presented with a variety of ways that being multilingual can support them in their careers and their future.

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Support Statement 3Gators get global in Gainesville.

Students are unaware of the amount of international opportunities that are available right here in Gainesville. This statement shows that Gators don’t have to leave the nation, or even Gainesville, just to become internationalized. This statement will be followed by information about international events and opportunities at UF, including the international calendar, campus events, organizations and more. All of which will be provided at the one-stop access point.

Gators don’t just internationalize their education, they internationalize themselves

Support Statement 4

Overall, students should understand that by becoming Global Gators they’re not just internationalizing their education, they’re internationalizing themselves. This statement is designed to show Gators that international opportunities will continue to benefit them well out of the university experience. It will show that internationalization has true value and significance. This encompasses all that being a Global Gator is really about.

38

Recommendations for Phrases and Images

• Locations and information about where students have studied/abroad

• Information specific to colleges and majors, not just broad based information

• Testimonials from peers and students who have experienced the world

• Information about scholarships and support• Information about how students can stay on track while

studying abroad • Images of other students who experience

internationalization• Images of “famous faces” partaking in internationalization

efforts• Information about how internationalization leads to a better

future, career opportunities

• Images of multicultural students; we want students to understand you don’t have to be international to become internationalized

• Overloading students with masses of information, requirements on study abroad

• Emphasis on study abroad in internationalizing yourself• Extra stress to study abroad; students are already busy, but

we want to express the reasons they should consider it• Emphasizing the International Course Code requirement;

students want more classes that pertain to their major • Emphasizing programming based on ethnicity/religion

Include:

Avoid:

39

Strategies (students)


Students are still highly interested in word-of-mouth dissemination and what their peers are doing. Forming a group of opinion leaders across campus will allow these students to be the ambassadors of international opportunities. A group of students who are highly involved in international activities will lead the program and work to build better opportunities for other students. The program is easily attainable, with few requirements, and facilitates other strategies.

Providing all information on international events and opportunities in one location, access point.

An all-inclusive website for information on study abroad, foreign language classes, international courses that apply to certain majors, a calendar featuring all international events (when and where speakers, clubs, organizations are located), and the International Scholars Medallion program. The website uses the same name for the Global Gators and is the access point for all communications. The name of the website will be listed on all promotional materials to ensure students will see and remember the web address

40


Gators sense a feeling of pride and connection to their university, and many students are highly involved in Gator Athletics. By featuring athletes who are involved in international opportunities, or Global Gators, we can implore other students to learn more and get involved. These famous faces will demonstrate the significance and simplicity of becoming internationalized.


Students are interested in seeing what their peers and colleagues are doing; students are still motivated by opinion leaders. By showing how other students benefitted from study abroad, students are more likely to want to learn more and enroll in international opportunities.

Incorporating internationalization into the University of Florida’s culture and tradition.

One of the most well known University of Florida traditions is the F Book, which is disseminated through the University of Florida Alumni Association. Now, the F Book currently has two “goals” involving international activities. We will create one page that is simple and similar to “Become a Global Gator.” This page will serve to prove how “Global Gators” is becoming a part of the University of Florida’s tradition similar to the Cicerones.

41


According to MediaBistro, Students, age 18-22, are the highest demographic utilizing social media. The Global Gators will have a strong presence on all applicable social networks and utilize these networks to disseminate information about opportunities, events and more, while pushing users back to the website for more information. Social media will provide a gateway for students to the website.

Involving each College at the University of Florida in international efforts and events.

The ambassadors who lead the Global Gators will each be selected one per College. These students will ensure that College-based events are being created and promoted to satisfy students’ desires for events that pertain to their majors. Global Gator ambassadors will serve as a liaison between students and faculty concerning international events and opportunities.

Global Gators will host workshops and informational sessions on international events.

The Global Gators will host workshops that will feature or spotlight different colleges and opportunities for students to learn about the international landscape. Workshops will range from interactive sessions to informational speeches pertaining to internationalization. Global Gators will create these workshops in a way that is specific to each college they represent.

42

Moving forward: Targeting parents, who ultimately enable students to study abroad, at preview and other times.

In the following years we will provide parents with a brochure that will feature the safety precautions being taken when abroad, the courses offered and information on study abroad as a way to meet graduation requirements. Information about financial aid concerning study abroad will also be included. Parents are the ultimate decision makers when it comes to study abroad, so we’re highly interested in getting them on board.

43

Utilizing members of the QEP task force to hold informational workshops concerning the QEP.

One discovery, through research, is that faculty members are majorly unaware of the QEP and its goals. Thus, members of the QEP task force will be asked to give a short presentation on the QEP at their faculty meetings to inform fellow colleagues of what the QEP is attempting and how it pertains to them.


Through updates and regular information, disseminated through the members of the QEP task force at faculty meetings, other faculty will be kept up-to-date on the international landscape. This information will also provide opportunities for faculty members to get involved and work towards more internationalization efforts. This will also serve as a progress report showing where the University of Florida is at concerning internationalization.


Faculty members want some kind of compensation for their efforts. By spotlighting “International Faculty Members,” we can easily appeal to their egos and give them an easy recognition for their efforts. Becoming an internationalized professor will become a title faculty will strive to achieve.

Strategies (faculty)

44


Through the monthly update on the QEP and international efforts, we can continue to highlight faculty members who are working towards internationalization and becoming involved in international efforts. This will ensure faculty understand their efforts and appreciate them.


Ultimately, faculty members are pressed for time and expressed a desire for compensation for their hard work and time. As part of the QEP, faculty should be made aware that they could receive a bonus or incentive for their dedication to and involvement in international efforts. Not only does internationalization better themselves and curriculum, it provides a monetary reward.


An additional way to spotlight professors who are working hard in the international landscape is to feature their work at international mixers. The international mixers will also be used to feature interesting information about the international landscape. These will be informal ways to reward faculty for their involvement and efforts.

45

Moving forward: Incorporating international achievements into the tenure process, if possible

As stated, faculty members are pressed for time and working hard to gain tenure. Faculty members also want support from administration. If international involvement can be incorporated into the tenure review process, it is much more likely that faculty will want to become involved.

46

Tactics (students)

Website

An all-inclusive website to be the one-stop-shop for everything international. All classes meeting the international requirement, as well as foreign language class breakdowns, study broad opportunities and information on campus involvement such as clubs, organizations and activities. The website is meant to be the center off everything for the campaign. The website will feature a “map” design and it will be the design carried out through all printed materials for the campaign.

Tasks:• Purchase domain name• Design layout of entire website• Create sections of the website,

including: -Global Gators -International Calendar -Study Abroad, scholarships -International Courses -International Clubs/Activities -Medallion Information

Communication Materials

Select your destination

Global Gators

International Courses

Study Abroad

International Events

Foreign Language


Global Gators

International Scholars

47

Smartphone Application

In correlation with the website, the Smartphone application will allow access to the same materials as the website, just in a mobile format. The app will feature a calendar featuring all things internationals: organizations, clubs, events and speakers. It will allow for the user to see what is going on, on which day and where. It will continue with the “map” theme.

Tasks:• Design the application • Development of the application tasks• Feature sections such as: -International calendar -Foreign language classes -Global Gator requirements -International course offerings

48

Social Media

Again, social media is one of the strongest ways to dissemi-nate messages to youth ages 18-22. The Global Gators will have a strong presence on social media. Facebook, Twitter, Instagram and LinkedIn will be utilized to share information about internationalization. Contests, events and opportunities will also be featured on social media.

Tasks:• Develop: -Facebook -Twitter -Instagram• Link the pages to the University of Florida website• Link the pages to the Global Gators website,

www.globalgators.com: -Global Gators -International Calendar -Study Abroad -International Courses

49

Bookmark

A printed take-along material to draw students to the website. It will be in each textbook in the bookstore so all students purchasing books will receive them. This is an easy way to direct students to the website to learn about the Global Gators and international opportunities.

Tasks:• Design the bookmark• Develop placement with the University of Florida

Bookstore• Print the bookmarks• Place one in every book in the University of Florida

Bookstore

Get a higher salary

Did youknow?

You can...

Get a better job

Be a better traveler

Be healthier

Learn more at...

www.GlobalGators.comlobal ators

50

F Book Page

The F Book page is designed to implore students to become involved in international activities and the Global Gators as part of the University of Florida tradition. The page will feature the same general “map” design as the website and mobile application.

Tasks :• Design F Book Page -Complete two of the following requirements to become a Global Gator: -Learn a foreign language -Complete an international course -Study Abroad -Attend international Events

51

Convocation Video

In order to target the incoming freshman and get them inter-ested, involved and knowledgeable about international op-portunities at the University of Florida, we will first introduce aspects of the international campaign to them at convocation. This will be a short video talking about available opportunities, support, the Global Gators and directing the students to the website to learn more.

Tasks:• Compile a stock of study abroad photos• Choose an upbeat song• Compile stock footage of study abroad• Design the video• Show the video for convocation, summer 2014

RTS Bus Posters

The posters will be placed in all of the buses that run through-out campus and will feature the globe design logo as well as the “Global Gators” messaging. The point is to invoke curiosity and encourage students to visit the website, social media site or application.

Tasks:• Choose bus poster design• Arrange placement of posters• Print• Deliver to RTS

52

Athletic Banners

Using the face of an athlete or a known individual on campus, who is also a Global Gator, to encourage students to participate in international classes, study abroad, or take a foreign language; we hope to encourage these “famous faces” to be featured because they participated and gained value from the experience.

Tasks:• Communicate with athletic board about interviewing

students who have taken foreign language classes, • Students who have studied abroad, participated internation-

al events, or taken an international course: -Conduct the interviews -Take high-resolution photographs of the athletes interviewed -Pull quotes from the interviews about the benefits taking foreign language classes, studying abroad, participating in international events, or taking an international courses -Get the banners printed -Hang the banners: O’Connell Center Outside Library West/The Plaza of the Americas The Stadium

53

Globe Sticker

Give students something to take with them that remind them of the campaign. This will be a rounded sticker with the consis-tent Global Gators logo; also directs students to the website.

Tasks:• Design sticker• Print sticker• Give to Global Gator ambassadors• Assign a designated day to distribute Allow ambassadors to distribute around campus, including: • Plaza of the Americas • Turlington Plaza • The Hub • The North Lawn • The Reitz • Southwest Recreation Center

w

w

w.GlobalGators.com

The world is within your reac

h

54

Promotional T-shirts

In order to spread information about the Global Gators, T-shirts will be dispersed to members of the Global Gators organization. T-shirts will be available for members to buy, but they will also be dispersed through contests on social media and different events for the Global Gators.

Tasks:• Design T-shirts• Print T-shirts for promotional events• Allow Global Gators to purchase T-shirts

lobal ators


www.GlobalGators.com

lobal ators


www.GlobalGators.com

55

Alligator Full-Page Advertisement

To invoke curiosity in students and direct them to the Global Gators website, an advertisement in the Alligator will be fea-tured. This is the best form of traditional media to reach stu-dents regarding their media consumption habits.

Tasks:• Follow up with the advertising department of

The Independent Florida Alligator• Design a Global Gators advertisement,

featuring: -Requirements -Benefits -Image -Website link• Print a full-page ad once a semester

Moving forward: Preview video

After the first year of implementation, the video will be shown at previews. This video will feature footage from study abroad trips/photos from study abroad trips and it will be almost like a movie trailer. The video will be a mash up of images and footages and will keep the same “map” theme. It will direct the individual to the website.

Tasks:• Utilize existing convocation video, adapted for

previews

56

Moving Forward: Preview Brochure for Parents

The brochure will feature information for parents on all things study abroad. It will go over safety promotions, classes offered and graduation credit, professors going, and student benefits as well as direct them to the website for more information.

Tasks:• Design the brochure• Print the brochure • Set up tables for Preview• The Reitz Union• Utilize Global Gator ambassadors for Preview

distribution

57

International Speakers at Global Gators Workshops

Not only will the Global Gators participate in other international organization’s events, they will host their own workshops and events featuring international speakers, who will speak on the international market and how individual colleges can apply their teachings to the global market.

Tasks:• Order catering/food• Set up tables for food• Set up area for speaker• Research international speakers pertaining to • Invite international speaker

Engagement Activities

58

Tactics (faculty)

Branded Office Supplies

Something for the faculty members to have around their office, given out at random to say “thank you for your participation.” Supplies also act as a potential focal point or trigger for those who walk into the office.

Tasks:• Determine professors who meet the title of

International Professor• Design office supplies• Order office supplies• Distribute to International Professors

Distinguished Nameplates

Nameplates with the logo on the door of the professors’ office to show that they are a member of the internationalization campaign, teach an international class or participate in study abroad at the University of Florida.

Tasks:• Determine professors who meet the title of

International Professor• Order nameplates with the Global Gators logo• Distribute to International Professors

Communication Materials

59

QEP Ambassador Presentations

The QEP representatives will utilize these presentations to teach faculty members in their respective colleges about the QEP, its initiatives and the opportunity to earn bonuses for designing international courses, events and/or study abroad programs.

Tasks:• Design ambassador presentation• Design key talking points for presentation• QEP representatives will present to the faculty

in their college about the status of the QEP: -Progress being made -Involvement opportunities -Educating them on the QEP as a whole

Press Releases on Internationalized Faculty Members

This will feature those faculty members participating in interna-tional events on a larger scale – bringing in a global speaker or allowing for a research group to go abroad. It will also allow a ways for those not involved to become involved.

Tasks:• Assign a writer for the releases• Create an email address for the writer so professors

can tell about their international accomplishments/ study abroad

• Print and distribute throughout the college

60

Monthly Updates on International Opportunities

The QEP ambassadors will disseminate a monthly update on opportunities in international efforts to their respective college at faculty meetings. The update will feature the status of inter-nationalization efforts, ways to get involved and opportunities to apply for grants/aid in funding development of international courses and study abroad programs.

Tasks:• Design the monthly update• Designate personnel to cull information each month• QEP representatives will present to the faculty in their

college about the status of the QEP -Progress being made in international ways -Involvement opportunities in international events and study abroad -Educating them on funding and support

61

International Speeches at The International

The International Mixer will be an annual event held to say “thank you” to those professors who have gone above and beyond in their participation in internationalizing the University of Florida. It will feature an international speaker as well as some sort of entertainment and music.

Tasks:• Reserve the Harn Museum for an after-hours

event• Set up tables• Set up chairs• Book entertainment each year• Purchase wine• Purchase cheese• Purchase cups, plates, napkins, and cutlery • Design, print and distribute invitations to professors

Engagement Activities

62

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Bu

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etFall 2014 - Spring 2015 ($72,000) Personnel

Item Cost Per Item Quantity Total

Speaker for Faculty International Mixer Varies per year 1 $300

Music for faculty and wine and cheese mixer

Varies per year 1 $300

Speaker for Preview Depending per speaker

3 $1,500

Speaker(s) for Global Gator events Depending per speaker

3 $1,500

Mobile Application Design $4,000 (includes iOS developer kit)

1 $4,000

Website Design $5,000 1 $5,000

Subtotal

$12,600

Contingency (10%)

$1,260

Grand Total

$13,860

Materials


Brochures for Parents on Study Abroad 24 cents per side 7, 000 printed per year

$3,360

Invitations for faculty wine and cheese mixer

50 cents each 100 $50

O’ Dome Banner $50 5 Total $250

Stadium Banner $50 5 Total $250

Globe Stickers Printing 30 cents each 500 printed $150

Bookmark Printing 20 cents each 500 printed $100

Certificates for Faculty International Recognition

40 cents 500 printed $200

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40 cents 500 printed $200

Cheese for faculty wine and cheese mixer $10 per package 30 $300

Wine Bottles for faculty wine and cheese mixer

$10 per bottle 30 $300

Plastic wine glasses for faculty wine and cheese mixer

$1 for 6 20 $20

Plates for faculty wine and cheese mixer $1 for 10 plates 10 $10

Napkins for faculty wine and cheese mixer $1 for 24 6 $6

Toothpicks for faculty wine and cheese mixer

$2 for 50 6 $6

RTS Interior Bus Sign $5.40 16 Buses total: 25 cards/ 4 weeks (x2)

$1,080

Subtotal

$6,082

Contingency (10%)

$608.20

Grand Total

$6,690.20

Media Cost


Full-page advertisement in The Independent Florida Alligator twice a semester

$ 2,769 per ad

2

$5,538

Digitize the Global Gator logo $35 (one time) 1 $35

Gator Global shirts $20 each 100 $2,000

T-shirts $12 each 100 $1,200

Subtotal

$8,773

Contingency (10%)

$877.30

Grand total $9,650.30

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Equipment and Facilities


TVs - in the International Center, Reitz, Broward Dining, and SW Rec

$180 4 Total - 31.5” TV

$720

Subtotal

$720

Contingency (10%)

$72

Grand Total

$792

Administrative Items


Office Supplies: Stress Ball $1 750 $750

Office Supplies: Name Plate on Door $17.99 50 $899.50

Office Supplies: Pens $36.84 15 $552.60

Mobile Application Hosting Part of iOS development kit

N/A

N/A

Website Domain $50 1 $50

Website Hosting part of the UF server

N/A

N/A

Email blast about application part to the UF server

N/A

N/A

Email blast for Facebook/Twitter part of the UF server

N/A N/A

Subtotal

$2,252.10

Contingency (10%)

$225.21

Grand Total

$2,477.31

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Total: $33,469.81 Fall 2015 – Spring 2019 ($40,000) Personnel


Speaker for Faculty International Mixer Varies per year 1 $300

Music for faculty and wine and cheese mixer

Varies per year 1 $300

Speaker for Preview Depending per speaker

3 $500

Speaker(s) for Global Gator events Depending per speaker

3 $500

Mobile Application Maintenance $1,000 1 $1,000

Website Maintenance $1,000 1 $1,000

Subtotal

$3,600

Contingency (10%)

$360

Grand Total

$3,960

Materials


Brochures for Parents on Study Abroad 24 cents per side 7, 000 printed per year

$3,360

Invitations for faculty wine and cheese mixer

50 cents per invitation

100 $50

O’ Dome Banner $50 5 Total $250

Stadium Banner $50 5 Total $250

Globe Stickers Printing 30 cents per sticker

500 printed $150

Bookmark Printing 20 cents per bookmark

500 printed $100

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$.40 500 printed per year

$200

Cheese for faculty wine and cheese mixer $10 per package 30 $300

Wine Bottles for faculty wine and cheese mixer

$10 per bottle 30 $300

Plastic wine glasses for faculty wine and cheese mixer

$1 for 6 20 $20

Plates for faculty wine and cheese mixer $1 for 10 plates 10 $10

Napkins for faculty wine and cheese mixer $1 for 24 6 $6

Toothpicks for faculty wine and cheese mixer

$2 for 50 6 $6

RTS Interior Bus Sign $5.40 16 Buses total: 25 cards/ 4 weeks (x2)

$1,080

Subtotal

$6,082

Contingency (10%)

$608.20

Grand Total

$6,690.20

Media Costs


Full-page advertisement in The Independent Florida Alligator twice a semester

$ 2,769 per ad

2

$5,538

Digitize the Global Gator logo $35 (one time) 1 $35

Gator Global shirts $20 each 100 $2,000

T-shirts $12 each 100 $1,200

Subtotal

$8,773

Contingency (10%)

$877.30

Grand Total $9,650.30

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Administrative Items


Office Supplies: Stress Ball $1 750 $750

Office Supplies: Name Plate on Door $17.99 50 $899.50

Office Supplies: Pens $36.84 15 $552.60

Mobile Application Hosting Part of iOS development kit

N/A

N/A

Website Domain $50 1 $50

Website Hosting part of the UF server

N/A

N/A

Email blast about application part to the UF server

N/A

N/A

Email blast for Facebook/Twitter part of the UF server

N/A N/A

Subtotal

$2,252.10

Contingency (10%)

$225.21

Grand Total

$2,477.31

Total: $21,419.31 Reciprocity: Thank you cards Item Cost Per Item Quantity Total Thank you cards 50 cents 200 $100

Envelopes 50 cents 200 $100

Return address labels

50 cents per sheet (50 per sheet)

4 $2

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Stamps 49 cents 200 $98

Subtotal $300

Contingency (10%) $90

Grand Total $390

Reciprocity: Office supplies Item Cost Per Item Quantity Total

Office Supplies: Stress Ball

$1 750 $750

Office Supplies: Pens

$36.84 50 $2,592

Subtotal $1,342

Contingency (10%) $134.2


Responsibility: Video Item Cost Per Item Quantity Total

Create video $1,000 1 $1,000

DVDs $10 (10 DVDs/per pack)

5 $50

Subtotal $1,050


Grand Total $1,155

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Stamps 49 cents 200 $98

Subtotal $300


Grand Total $390

Reciprocity: Office supplies Item Cost Per Item Quantity Total

Office Supplies: Stress Ball

$1 750 $750

Office Supplies: Pens

$36.84 50 $2,592

Subtotal $1,342



Responsibility: Video Item Cost Per Item Quantity Total

Create video $1,000 1 $1,000

DVDs $10 (10 DVDs/per pack)

5 $50

Subtotal $1,050


Grand Total $1,155

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Grand Total $2,337.50 Total: $8,221.56 Unused budget: $74,221.89

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Evaluation

To evaluate the success of the “Global Gators” campaign we must look at the responses given by the faculty and students on the University of Florida campus. Changing the course structure as well as encouraging study abroad through scholarships and course offerings it is important to routinely check the success of the campaign throughout it’s five year duration. We did not do any evaluation on the preparation; no tactics were tested beforehand.

Process

Focusing on the second of the 3 P’s, we have devised a number of ways to test the process of campaign throughout its duration. We have outlined a number of surveys to be distributed throughout the duration of the campaign at the points listed below as well as questions for students on the international components of the class to be filled out in the course evaluations section. Please see Appendix A for sample survey questions and Appendix B for sample course evaluation questions.

Fall 2015

Objective: To increase enrollment in classes with an international focus or component by 10 percent by fall 2015. Evaluation: Look at enrollment numbers of students in class with an international focus compared to the before the campaign (prior to fall 2014). Continue evaluating each year.

Objective: To increase enrollment in foreign language classes by all majors at the University of Florida by 10 percent by fall 2015. Evaluation: Look at the enrollment numbers of underclassmen in foreign languages and compare them to before the campaign (prior to fall 2014). Continue evaluating each year.

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Objective: To increase student involvement in study abroad by 25 percent by fall 2015. Evaluation: Look at the enrollment numbers of underclassmen who have and compare them to before the campaign (prior to fall 2014). Continue evaluating each year.

Objective: To increase student involvement in study abroad by 25 percent by Fall 2015. Evaluation: Send out an online survey in the spring of 2015 and re quire participation from faculty asking about their participation in study abroad up to the end of the fall 2015 semester. Continue evaluating each year.

Spring 2015

Objective 1: To increase the number of faculty members teaching courses with international components by 15 percent by spring 2015. (Output) Evaluation: Prior to the implementation of the campaign, evaluate of the number of international courses offered at the University of Florida or those with an international component to it. Send a survey to professors, before the implementation of the campaign, asking if their class had an international component; send the same survey at the end of the spring semester. Continue evaluating each year.

Objective 3: To facilitate faculty involvement in international efforts by 10 percent by spring 2015. Evaluation: Survey professors from each college and ask them questions about their international participation; send a survey prior to spring 2015 and continue to evaluate each semester thereafter.

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Fall 2016

Objective: To increase the number of faculty members’ participation in study abroad trips by 10 percent by fall 2016. (Output) Evaluation: Survey the number of professors who attended study abroad trips before the campaign, and then the number of those who did after the campaign was implemented. Continue evaluating each year.

Program

Following the conclusion of the campaign in the spring of 2019, in addition to the focus groups and in-depth interviews conducted, each objective will be measured by evaluating metrics and available data. Objectives will be measured by evaluating data from before the campaign to after its completion.

Focus groups and in-depth interviews should be conducted for both faculty and students to evaluate the internationalization campaign as a whole. There should be at least two in-depth interviews conducted for faculty members of each college on the University of Florida campus as well as one focus group featuring a diverse amount of faculty members from the entire campus.

Student in-depth interviews and focus groups should be conducted as well to test the success of the campaign in terms of this public. For example, it would be best to target seniors and ask about their international experiences at the University of Florida. Students from all colleges on the University of Florida campus should be questioned. See Appendix C for sample focus group questions.

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Stewardship

When the internationalization campaign ends, the target publics will still exist. It is important to maintain relationships with our target publics. This final stage of the public relations campaign process is known as stewardship. The four aspects of stewardship, which are reciprocity, responsibility, reporting and relationship nurturing, are addressed in our stewardship tactics. Reciprocity shows the campaign’s stakeholder’s gratitude, and responsibility keeps the promises the University of Florida made to faculty and incoming freshman. The University must keep its publics informed, and nurturing relationships is key to taking care of existing relationships while creating new ones.

Reciprocity

Thank you cards:In order to show gratitude to the campaign’s stakeholders, participating faculty and freshman, it is important to take the time to write thank you cards. The thank you cards, along with matching envelopes and return address labels, will be designed with the Global Gator logo. This tactic may seem basic compared to others, but handwritten notes are underutilized in today’s world. People appreciate receiving handwritten thank you notes, because the art of sending thank yous has diminished.

Cards will also be sent out to students and faculty after every accomplishment. These moments include, among many others, the return of students from study abroad trips, students who complete the International Scholars Program, and faculty members who earn the international title. This tactic displays reciprocity because it shows gratitude to participating faculty and freshman.

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Office supplies: One of the campaign’s tactics is to give internationally branded office supplies to faculty members who earn the international title. The office supplies will be randomly distributed to internationally ranked faculty members, but more will be distributed to every faculty member who participated during the duration of the campaign.

This tactic displays reciprocity because it is another way to show faculty how thankful the University is for their participation and support with the campaign. Even if they do not have the international title, they will still receive some sort of office supplies, whether it is a stress ball or a pen. They will not receive recognition on their doors, but they will still be thanked for their participation. Without every participant, the campaign may end differently than hoped for. Every person and their willingness to help should receive recognition and thanks.

ResponsibilityVideo:The University of Florida has the responsibility of showing freshman and faculty that the campaign did what it promised it would do. In order to show the target publics what the University discovered in the evaluation stage of the campaign, it is best to show them visually. A video of anecdotes, statistics, photographs and experiences will be created.

A video is an ideal way to show the target publics that the University stuck to their word. The video will be brief, entertaining and informative. One video will be created for both target publics, and it will be dispersed via mail. The video can also be emailed. A DVD may also be requested. DVDs will be best for those who no longer attend or work at the University of Florida, or those who are no longer on the campaign’s Listserv. It will be designed with the campaign’s logo. It shows responsibility because it shows what the campaign accomplished and how the target publics supported the campaign to internationalize the University of Florida.

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Newsletter:A newsletter is an ideal way to keep the target publics informed. A Listserv will be continuously updated both during and after the campaign. For stu-dents who become “Global Gators” and faculty members who earn inter-national titles, a newsletter is a good medium to keep them informed of upcoming events, materials and opportunities.

The newsletter will be designed with the campaign’s logo and will be sent out on a quarterly basis. It will include statistics, experiences, important dates from the international calendar, updates regarding internationaliza-tion, and international student and faculty spotlights. This tactic displays reporting, because it keeps the two target publics informed and up-to-date.

Reporting

“Bring a Freshman Luncheon”:In order to take care of existing relationships while creating new ones, the University must nurture its relationships. In order to maintain positive cur-rent relationships, the University will host a luncheon. It will be referred to as the “Bring a Freshman Luncheon.” Participating students and faculty will be invited. Each guest will receive two invites - one for them and one for a freshman. The invites will display the campaign’s logo. This luncheon will allow the target publics to congregate and meet with new freshman inter-ested in internationalization. Experiences, photographs and anecdotes will be displayed at the luncheon, and it will be hosted in the Reitz Union.

The luncheon displays the fourth aspect of stewardship: nurturing relation-ships. The event will take care of the University’s existing relationships with target publics while creating new ones with new freshman. The luncheon will be hosted every fall semester in order to target the incoming freshman.

.

Relationship Nurturing

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“Global Gator Dinner”:A dinner will be hosted for those who were involved in leadership during the campaign. The “Global Gator dinner” will be hosted during the fall after the campaign ends. It will take place in the Reitz Union, and the logo will be on the invitations and paper goods. for the “executive board” and those who were involved in leadership during the campaign. Awards in the form of plaques will be handed out at the dinner. Spreading the word about hav-ing leadership roles in internationalization will be discussed at the dinner.

The “Global Gator Dinner” is another way for the University to nurture rela-tionships with its target publics. This dinner narrows its target publics down to those who took on leadership roles. The dinner nurtures current relation-ships while spreading the word about becoming a Global Gator. Attendees will be asked to promote internationalization to faculty and incoming fresh-man.

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Team Biographies

JT Reale (Account Executive)JT is a senior studying public relations with a minor in communications studies. His interests in communications involve public interest, specifically education; organizational communications and branding efforts. He has interned with a variety of startups including health concepts and health-information companies. He currently serves as an Account Planning/Research intern with Frankel Media Group. JT will be working with Booz Allen Hamilton in DC this summer as a Civil Health Management Consultant.

Hunter McCampbell (Director of Creative Services)Hunter McCampbell is a senior, public relations major at the University of Florida. He has a specialization in Sports Management and is pursuing a career in corporate PR. His favorite internship was with Hype Group, which is an integrated marketing, design and advertising agency in St. Petersburg, FL. After graduation, Hunter hopes to take his knowledge international and eventually manage an international company’s public relations.

Jayne Johnson (Media Director)Jayne Johnson is a senior public relations major at the University of Florida. She has an interest in agricultural communications and event planning. She has interned for an agricultural-based conference and center. These included: The University of Florida/IFAS Florida Small Farms and Alternative Enterprises and the University of Florida/IFAS Center for Public Issues Education (PIE Center) where she also freelances. After graduation, Jayne plans to move to the treasure coast and seek a career in event planning.

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Ansley Gordon (Chief Copywriter)Ansley Gordon is a senior, public relations major at the University of Florida. She has an interest in the entertainment industry and hopes to someday work in Los Angeles. She has interned with a number of enter-tainment-based companies such as Soundtree Entertainment, Heinz Pro-duction, and Blackburst Entertainment. Ansley plans to work in entertain-ment public relations after graduation.

Stephanie Baguidy (Research Director)Stephanie Baguidy is a senior studying public relations with a minor in communications studies at the University of Florida. She has interest in event planning and sports communications. She has interned with the University of Florida Athletic Association, which is a non-profit corporation that is responsible for maintaining the Florida Gators intercollegiate sports program for the University of Florida. She is also involved in organizations on campus such as Her Campus the University of Florida and B.O.S.S Women. Stephanie plans to return to Miami to seek a job in sports marketing.

Shafina Ghanie (Research Director)Shafina Ghanie is a senior at the University of Florida studying public relations. She has an interest in event planning and communications. She has interned with two small, start-up companies. One day Shafina hopes to get the opportunity to work for a larger public relations agency specializing in crisis management.

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Appendix A

Sample Survey Questions

1. What college do you teach in at UF?

2. What class or classes?

3. How long have you taught at UF?

4. Have you attended an international workshop?

5. Are you aware of the QEP?

6. Are you aware of UF’s efforts to internationalize?

7. Have you made an effort to internationalize your class or classes since the implication of UF international efforts?

8. Have you attended an international event this year?

9. Thoughts and comments on internationalization at UF?

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Appendix B

Sample Course Evaluation Questions

The following are potential questions to be incorporated in course evaluations.

1. Did your course incorporate an international component?

2. If yes, did you feel it added to the overall value of the class?

3. Was the subject matter of the course addressed in terms of the in ternational market?

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Appendix C

Sample Focus Group Questions

The following are potential questions to be used in student focus groups.

1. First of all, can you state your major and your year at UF?

2. Do you think UF is internationalized? Why or Why not?

3. Have you taken any classes with an international focus?

4. Are you involved in any international clubs at UF? Why or why not?

5. Do you remember anything from Preview or Convocation about internationalization at UF?

6. Do you feel the professors at UF try to relate the subjects they are teach to the global market?

7. Is there anything you would like to add about internationalization at UF?

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References

Altbach, P. & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Retrieved from http://jsi.sage pub.com/content/11/3-4/290.full.pdf html

Brophy, T. S., Miller, M. D., & L. A. Villalon. (2014). The University of Florida Quality Enhancement Plan. Learning without Borders: Internationalizing the Gator.

Campbell, Janie. (2013, Oct. 10). Here Are The Florida Universities Ranked By Most Successful Graduates. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2013/10/10/florida-university-ran kings_n_4078653.html.

Council for Higher Education Accreditation (June 2010). The value of Accreditation. Retrieved from: http://www.chea.org/pdf/Value%20 of%20US%20Accreditation%2006.29.2010_buttons.pdf

Dickeson, Robert C. United States. Department of Education. Need for Accreditation Reform. Washington D.C: GPO, n.d. Web. 24 Feb 2014.

Facts and Rankings. University of Florida. Retrieved from http://www.ufl.edu/about-uf/facts-and-rankings/.

Fox, S., & Jones, S. (28, Jaunary 2009). Generations online in 2009. Retrieved from http://www.pewinternet.org/2009/01/28/generations-online-in-2009/

Institute of International Education. (2014, January 27). A quick look at u.s. students studying abroad. Retrieved from http://www.iie.org/Re search-and-Publications/Open-Doors/Data/US-Study-Abroad/ Infographic

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Mediabistro. (2013, May 30). 68% of millennials get their news from social media [INFOGRAPHIC]. Retrieved from http://www.mediabistro.com/ alltwitter/millennial-news_b43866

Open Doors Report on International Educational Exchange. (2013). Profile of u.s. study abroad students, 2001/02-2011/12. Retrieved from http://www.iie.org/Research-and-Publications/Open-Doors/Data/ US-Study-Abroad/Infographic

Pew Research Center. (n.d.). The millennials: Confident. connected. open to change. Retrieved from http://www.pewresearch.org/millennials/

Kiplinger’s Best Values in Public Colleges. Kiplinger. Retrieved from http://www.kiplinger.com/tool/college/T014-S001-kiplinger-s-best- values-in-public-colleges/index.php?school_id=9188.

Research and Discoveries. University of Florida. Retrieved from http:// www.ufl.edu/research/.

Shands at the University of Florida. US News. Retrieved from http://health.usnews.com/best-hospitals/area/fl/shands-at-the- university-of-florida-6390283.

Shavell, Samantha. (2012, Aug. 7). Forbes Magazine Ranks UF as Best University in Florida - Campus - Independent Florida Alligator. The Independent Florida Alligator. Retrieved from http://m.alligator.org/news/campus/article_b9ee001c-e045-11e1- 8937-0019bb2963f4.html?mode=jqm.

Sustainable Packaging at the University of Florida | Association for the Advancement of Sustainability in Higher Education (AASHE). The Association for the Advancement of Sustainability in Higher Education. Retrieved from http://www.aashe.org/resources/case- studies/sustainable-packaging-university-florida

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UF Timeline. 150 Years of History at UF. Retrieved from http://www.ufl.edu/about-uf/history/

University of Florida Office of Institutional Planning and Research (n.d.). Common data set. Retrieved from http://www.ir.ufl.edu/data_OLD_CDS/cds2013-2014.pdf

UF Health Media Relations. (2013, November 25). Wood named UF international educator of the year. Retrieved from http://ufhealthjax. org/news/story.aspx?id=912

The University of Florida. Faculty & Staff. Retrieved from http://www.ufl.edu/faculty-staff/

University of Florida. Forbes. Retrieved from http://www.forbes.com/colleges/university-of-florida/.

University of Florida Is the Number 9 Public University. Bureau of Economic and Business Research. Retrieved from https://www.bebr.ufl.edu/articles/economic-analysis/uf-number-9-publ ic-university-according-nation-s-best-high-school.

UF Statistics. Multicultural & Diversity Affairs. Retrieved from http://www.multicultural.ufl.edu/uf_statistics/.

final-campaignsbook

Documents

primary research

researchbased campaign

secondary research

successful campaign

faculty members

qep efforts

student objectives

summaryour campaign