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The role of the chief diversity officer in virtual exchange

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The role of the chief diversity officer in virtual exchange

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Content Running head: THE CHIEF DIVERSITY OFFICER IN VIRTUAL EXCHANGE 1
THE ROLE OF THE CHIEF DIVERSITY OFFICER IN VIRTUAL EXCHANGE
by
Andrea Elaina Thomas
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2019
Copyright 2019 Andrea E. Thomas
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ACKNOWLEDGMENTS
Filled with deep reverence and appreciation for this journey, thank you to my parents for
instilling the values of community, service and civic engagement. Thank you for planting the
seeds of inspiration to learn and love the world and for providing so many wonderful
opportunities to be a part of it. Thank you for always supporting my desire to march to the beat
of my own drum. Thanks to my sisters for encouraging me to go forward and to shine bright.
Thank you to my brothers, friends and loved ones for believing in me, always.
Thank you to One World United and Virtuous for igniting the passion I have for virtual exchange
and global engagement. Most importantly, thank you for the tools to impactfully engage with my
students in Kyrgyzstan through service learning. Special thanks to the COIL Center for
providing me with the opportunity to contribute to the wonderful work that you do. Thank you
for your time and willingness to collaborate.
I am filled with deep gratitude and appreciation for the faculty and staff of the Global
Executive Doctor of Education. Thank you so much to my incredible committee who I admire
and appreciate, Dr. Robert Filback, Dr. Ruth Chung and Dr. Anthony Maddox. Thank you so
much for taking the time to listen and to guide my thoughts to grow beyond the problem space.
Thank you to Dr. Sabrina Chong for her support, guidance and encouragement throughout the
entire journey, from start to finish. Special thanks to Dr. Kathy Crop, Dr. Helena Seli and Dr.
Tracy Tambascia for lending an ear and encouraging a voice that sometimes felt like a whisper.
Most importantly, thanks be to God who guides me through all things and provides me with
abundant resources to be of service. Thanks for illuminating the path that builds bridges beyond
me.

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TABLE OF CONTENTS
Acknowledgments 2
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Introduction 9
Importance of Addressing the Problem 11
Organizational Context and Mission 12
Organizational Performance Status/Need 14
Organizational Performance Status 15
Organizational Performance Goal 16
Description of Stakeholder Groups 16
Stakeholder Group for the Study 17
Purpose of the Project and Questions 18
Conceptual and Methodological Framework 19
Definitions 19
Organization of the Project 21
Chapter Two: Review of the Literature 23
The Fourth Industrial Revolution and Higher Education 23
Skills Needed for the 21st Century 25
Cosmopolitanism 26
Intercultural Competence 27
Cultural Awareness 27
Cross-Cultural Leadership 28
Traditional Higher Education Responses to Internationalization 29
Internationalization Initiatives 29
Limitations and Needs 30
Virtual Exchange Programs 31
History 32
Effectiveness 33
Current Models 34
Collaborative Online International Learning 34
Diversity, Equity and Inclusion in Higher Education 36
History and Current Approaches 36
Alignment with Virtual Exchange and COIL Goals 41
The Role of the Chief Diversity Officer 41
Learning and Motivation Theory 43
Chief Diversity Officer Knowledge, Motivation and Organizational Influences 43
Knowledge and Skills 44
Motivation 46
Organizational Influences 49
Chapter Three: Methods 52
Participating Stakeholders 53
Survey Sampling Strategy and Rationale 54
Survey Sampling Criteria and Rationale 55
Interview and Sampling Strategy and Rationale 55
Interview and Sampling Criterion and Rationale 56
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Data Collection and Instrumentation 56
Surveys 56
Interviews 57
Documents and Artifacts 58
Data Analysis 58
Credibility and Trustworthiness 59
Validity and Reliability 59
Ethics 60
Chapter Four: Results and Findings 61
Knowledge Findings 63
Knowledge 1: CDO Knowledge of Collaborative Online International Learning 66
Knowledge 2: CDO Knowledge on Engagement with International Community 67
Motivation Findings 69
Motivation 1: The Chief Diversity Officer Needs to Feel Supported by the COIL Center
to Implement an Equity and Inclusion Strategy to Increase COIL Courses 70
Motivation 2: The Chief Diversity Officer Needs to See the Value in Addressing
Intercultural Competency Building Beyond Domestic Initiatives 70
Motivation 3: The Chief Diversity Officer Needs to See the Value in Collaborative
Working Agreements to Offer Programming to the Wider Campus Community 72
Motivation 4: The Chief Diversity Officer Needs to see the Value of Implementing COIL
Courses on the Campus 72
Motivation 5: The Chief Diversity Officer Will Need to Believe That COIL Courses
Will Have a Positive Impact on Community and Student Development 74
Summary of Findings for Assumed Motivation Needs 74
Organization 76
Organizational Influences 1: The University System Needs to Cultivate a Culture Among
College Presidents Within the UNA System That Global Engagement Is a Priority for
Campus-Level Implementation and Internationalization 77
Organization Influence 2: The Individual Campus Needs to Have a Culture of Trust
Between administration and the Faculty in Order to Achieve the Institutional Goal of
Integrating Intercultural Competency Building Through Collaborative Online
International Learning Into Teaching 78
Organizational Influence 3: Campus Leadership Need to Provide Faculty Enough Time
From Their Non-Teaching Responsibilities to Revise Their Course Syllabi to Integrate
COIL Courses Into Their Courses 79
Conclusions 80
Chapter Five: Recommendations, Implementation and Evaluation 83
Strategy 1: Communications Plan to Provide Knowledge and Increase Awareness of
Campus Level CDO; to Provide Materials for Distribution Among Senior Administrators
and Members of Campus Level Diversity Committee 87
Strategy 2: Redefine Institutional Operational Definitions of Strategic Diversity Priorities
for Global Engagement at the System Level 88
Strategy 3: Disseminate Guidance for UNA Presidents to Adapt Global Engagement
Through Collaborative Online International Learning (COIL) to be Included in Strategic
Planning as a Focus Area Under Diversity, Equity and Inclusion 89
COIL Coordinators to serve on DEI Council 89
Representative from Advisory Council to serve on International Ed Committee 90
International Education Committee 90
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Representative on Applied Learning Committee 90
Limitations 91
Evaluation Plan 91
Level 1: Reaction 92
Level 2: Learning 92
Level 3: Behavior 92
Level 4: Results 93
Conclusions 93
References 95
Reflection 103

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List of Tables
Table 1: Stakeholder Group’s Performance Goals 18
Table 2: Assumed Knowledge Influences 46
Table 3: Assumed Motivation Influences 48
Table 4: Assumed Organizational Influences 51
Table 5: Assumed Knowledge Needs 64
Table 6: Assumed Motivation Needs 75
Table 7: Assumed Organizational Needs 80

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LIST OF FIGURES
Figure 1: CDO knowledge of collaborative international learning (COIL) in UNA Network. 64
Figure 2: Strategic plans indicating awareness of CDO knowledge of international and global
link. 66
Figure 3: Number of COIL participating universities compared by university type. 69
Figure 4: CDO perspectives on support by campus administration to expand programming for
diversity, equity and inclusion. 78

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ABSTRACT
Virtual Exchange programs provide a method for global engagement. Through
information communication technology (ICT), collaborative and reciprocal learning experiences
have increased perspective taking and context dependent problem-solving skills among faculty
and student participants in higher education. The aim of this thematic dissertation was to
synthesize the assets and tactics used by The University of New Amsterdam Center for
Collaborative Online International Learning (UNA COIL), as the center strategically plans to
increase the number of campuses which participate in COIL course facilitation. This study
focused on the role of the chief diversity officer as a key stakeholder in the implementation of
virtual exchange programs and explored developments in staff support, global engagement and
program administration, to assemble comprehensive resources. As a result, the findings speak to
a range of actors such as organizational leadership, program administrators, advisors, students
and coordinators. Access and inclusion for global engagement is an important consideration for
higher education institutions in developing students for the 21
st
century workforce including the
digital, knowledge and gig economies.

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CHAPTER ONE: INTRODUCTION
Virtual exchange programs are a critical educational tool for 21st century skill
development and global competency building. They have been shown to promote learning across
four dimensions: investigating the world, recognizing different perspectives, communicating
ideas and civically engaging through cross-collaboration (Asia Society, 2005). Providing
simulated environments creates experiential learning opportunities which may administer
country and cultural context when engaging with individuals from the world. Within this study
are key predictors of the World Economic Forum (2016) which measure the rate of increase in
mobile technologies among the world’s population. Digital presence provides the channels for
enriching opportunities including income generation to provide basic needs. There are growing
concerns that, as technology advances and people become more increasingly connected, our
individual and collective relationships with technology may negatively affect social skills and
ability to empathize (Schwab, 2016). Among college students, research has shown a 40% decline
in empathy as compared with their counterparts in the 1990s (Konrath, O’Brien, & Hsing, 2011).
Virtual exchange programs use information communication technology (ICT) to create a
learning exchange or cross-cultural interaction between individuals or groups from different
parts of the world (Altbach & Knight, 2007). The technology involved in these programs ranges
from video conferencing software to digital narratives and 360-degree immersive documentary
films. Some virtual exchange programs are designed to foster intercultural competence through
a specific learning approach known as “collaborative online international learning” (COIL;
Rubin, 2009). Virtual exchange programs of this type offer students in different countries the
forum to engage in thematic dialogue for collaborative problem solving through peer
collaboration and critical thinking. This allows for global community building and perspective-
taking, which facilitates context-dependent decision making and leadership development.
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Universities are increasingly looking to virtual exchange programs to enhance their
internationalization strategies (Brajkovic & Helms, 2018). Utilizing virtual exchange is a cost
efficient method for internationalization at home and is not intended to replace study abroad.
However, it is recognized that, in the United States, less than 10% of students choose to study
abroad while, at the global level, less than 1% of individuals have the means to leave their home
country. These rates represent a deficit in global mobility (Deardorff, de Wit, & Heyl, 2012).
Recent policies and regulations for entry into the United States and other constraints around the
world limit opportunities for physical human exchange and global engagement, especially for
individuals from a lower socioeconomic background and students with disabilities. Virtual
exchange programs provide a promising solution to provide equitable access to global
engagement, digital literacy, and digital inclusion. Increasing the number of virtual exchange
programs throughout the university system could increase global awareness and cultural
sensitivity building. Although addressing mobility through technology appears to require little
effort, and that virtual communities can be linked and coordinated, there is an underlying
technology and a set of social relations that facilitate the experience of mobility through a digital
platform. This raises the need for the development of the social relations of a digital economy
and the role of cultivating the quality of social relations (Wessels, 2018).
The purpose of this study was to examine opportunities for a leading center of globally
networked learning to increase the number of COIL courses facilitated on each university
campus in a large public university network by collaborating with the campus-level chief
diversity officer. The University of New Amsterdam Center for COIL serves 64 campuses with a
mission to provide high quality, equitable global learning opportunities for all. Serving more
than 1.4 million students annually, the university network has operational needs which hinder the
scalability of initiatives to promote and offer its virtual exchange programs. This study was an
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innovation study to identify new performance functions with the intent to increase the number of
universities participating in COIL within the University of New Amsterdam (UNA) network.
The evidence based findings of this study resulted in the development of an implementation plan
to be adapted by the Center for COIL.
Importance of Addressing the Problem
Global engagement is a prerequisite to the continued growth of global society. Under the
UNESCO World Declaration on Higher Education, institutions are required to provide
opportunities for students to engage and actively participate in the world economy. Institutions
which fail to engage students for the increasingly competitive universal economy contribute to
long-term economic disparities. Where, previously, workforce competitiveness was contained by
geographic reach, employment opportunities have expanded reach to rural areas, offering jobs to
previously disadvantaged communities (Schwab, 2016). The responsibility of higher education
institutions to cultivate opportunities for advancement in the 21st century has met constraints.
Study abroad offices have felt the impact of international recruitment and decreased enrollment
on local campuses. Historically, international student recruitment served to provide opportunities
to increase diversity and mutual understanding. Visa restrictions, entry and the threat of conflict
have deterred students away from study abroad and international travel for academic purposes.
A study by the London School of Economics and Political Science (Helsper, 2008)
conducted an analysis of social disadvantage and the information society. An emerging body of
evidence shows those who suffer social disadvantage such as limitations in skill, health or
income tend to be excluded from the information society. The report found that ICT deprivation
can be linked to 20th century social inequality to deepen exclusion. The findings were a
statistically significant association between the social disadvantages an individual may face and
the inability to access digital services. According to the study, deep social inclusion consists of a
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combination of little or no education, low income, unemployment, health problems and low
social status. Deep digital exclusion consists of no ICT access or access only outside the home,
negative attitudes toward technologies and a limited use of internet.
To reduce disparity among the world’s population, the World Economic Forum (2016)
proposed a solution of wireless internet as a basic human right. This ideology supports the
positive impact of increased economic participation of disadvantaged populations in remote or
underdeveloped regions, increased access to education, healthcare and government services,
presence, access to skills, greater employment and a shift in skill set. This also provides an
expanded e-commerce market, new information and civic participation (LSE, 2008). To prevent
economic disparity, digital inclusion is an important consideration in educational planning and
curriculum development. Limitations in access to 21st century skill development through
educational opportunity produce long-term economic disparity (Schwab, 2016). The guiding
principles for global engagement within the context of the fourth industrial revolution revolve
around four intelligence types; contextual, emotional, inspirational and physical (Schwab, 2016).
As it applies to higher education, the findings from the World Economic Forum and the
London School of Economics complement the World Declaration of Higher Education (1998)
by noting that, in making full use of ICT for educational purposes, particular attention should be
paid to removing inequalities among and within countries with regard to access to new ICT and
to the production of the corresponding resources (UNESCO, 1998).
Organizational Context and Mission
The overarching mission of the state university system “shall be to provide to the people
of New Amsterdam high quality educational services with the broadest possible access, fully
representative of all segments of the population in a complete range of academic, professional
and vocational postsecondary programs including such additional activities in pursuit of these
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objectives as are necessary or customary. These services and activities shall be offered through a
geographically distributed comprehensive system of diverse campuses which shall have
differentiated, and designated missions designed to provide a comprehensive program of higher
education, to meet the needs of both traditional and non-traditional students and to address local,
regional and state needs and goals (SUNY 2018).”
The University of New Amsterdam Center for Collaborative Online International
Learning (UNA COIL) was established in 2006 at Puce College. Since then, the COIL Center
was absorbed by its system administration in New Amsterdam. At the time of this dissertation,
37% of campuses within UNA are subscribed to the COIL network, implementing individual
courses in tandem to a global partner at an international university. This percentage, however,
presents a limited range of engagement among UNA campuses which encourages the need for
expansion to increase opportunities for students. The COIL Center has experienced challenges
with scaling its programs on UNA campuses to provide opportunities for dual partner
engagement among UNA and international universities. Part of these challenges have been
identified as a lack of understanding about COIL courses, their purpose and the role of multiple
stakeholder groups in campus-level facilitation.
A goal of the center is to reach 90% participation among UNA schools to increase the
reach of programming and to provide access and opportunity for intercultural competency and
mutual understanding among its students. To prepare students for the global and digital
economies, implementation of COIL courses within the state university network may need to be
a mandated and centralized effort to internationalize campuses. At present, the strategies for
global engagement and internationalization rests with the campus level university president. The
mission of the organization is to develop and devote resources to make COIL available for all
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students (SUNY COIL, 2018). These objectives are in alignment with UNA’s goals for diversity,
equity and inclusion and its educational mission.
“COIL has developed an approach to fostering cross-cultural student competency
[building] through development of multicultural learning environments that link university or
college classes in different countries. In the COIL model, students from different cultures enroll
in courses with faculty members from each participating university where they co-teach through
integrated coursework. The COIL model advocates for the creation of co-equal learning
environments where instructors work together to generate a shared syllabus based on solid
academic coursework to provide experiential and collaborative student learning opportunities
(SUNY COIL, 2018).”
At the time of this dissertation, the center employed three staff members who oversee the
membership network as well as provide guidance and technical training for each of the
participating campuses within the UNA system and international partner campuses. UNA is a
leader among COIL programming in higher education and is interested to engage all universities,
international and domestic, to enroll as part of its university membership network.
Organizational Performance Status/Need
In the 2017-2018 academic year, 100 COIL courses were facilitated by UNA and
international faculty members as part of the UNA COIL Center. Currently, 27 out of 64
campuses are participating. To fulfill its mission “to develop and devote resources to make COIL
available for all students,” the COIL Center is encouraged to increase the reach of its programs
to 90% campus participation within the UNA system. This rate of engagement will increase
globally networked learning opportunities for universities within UNA, the United States and
beyond.
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Among the active campuses exists a virtual community where faculty can collaboratively
design and develop their integrated coursework. Similarly, virtual forums grow where students
can build community through technology platforms for interaction and relationship building.
This type of experiential learning affords perspective shifts which influence leadership
development and context-dependent decision making. It is also in alignment with the four
intelligence types, contextual, emotional, inspired and physical, outlined as required for success
in the advancing digital and knowledge-based economy in the fourth industrial revolution
(Schwab, 2016). According to Mezirow (1997), the facilitator encourages learners to create
norms that accept order, justice, and civility in the classroom and respect and responsibility for
helping each other learn; to welcome diversity; to foster peer collaboration; and to provide equal
opportunity for participation. Failure of the center to scale the number of COIL courses offered,
presents limitations for the university system to cohesively internationalize curricula to provide
opportunities for its student population to globally engage.
Organizational Performance Status
The UNA COIL Center is an entity within the UNA system administration. The center is
currently operating with 37% of UNA campuses engaging with international partners, utilizing
this modality. The center trains faculty and COIL coordinators who either facilitate or support
technical aspects for online engagement. Modules hosted in a learning management system
outline strategy, virtual etiquette and related policies around virtual community engagement with
international partners. The mission of the organization is to develop and devote resources to
make COIL available for all students. This offers a method of digital inclusion and access to
opportunity for a diverse population of students, including students with limited access to digital
resources and mobile technology. In parallel to providing access to globally networked learning,
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the outcomes of this type of virtual community engagement are an increase in empathy and
proficiencies in intercultural competency among participants (Ibrahim & Ang, 2018).
Organizational Performance Goal
By July 1, 2022, 90% of UNA campuses will be enrolled in the Center for COIL member
network to facilitate learning opportunities for students in alignment with both the UNA and
COIL Center mission to provide access to students to [engage in the world] among other targeted
goals. In a large network of university campuses, information dissemination has been
challenged. Much of the information that is shared with campuses is conveyed to targeted
stakeholders such as the provost, the senior international officer and the chief diversity officer,
creating a knowledge gap among students, faculty and staff members if the information is not
strategically disseminated. At the time of this dissertation the principal investigator is the current
serving senior international officer for a UNA campus and has served professionally in the office
of diversity, equity and inclusion in the sphere of policy development, implementation, and
federally required compliance reporting. In alignment with UNA guidance on global
engagement and initiatives on diversity, equity and inclusion, the chief diversity officer of each
UNA campus is a critical strategic partner for program implementation. This goal was derived
from UNA administration guidance on the internationalization of campuses within its network
issued in 2011. As UNA administration operates under the guise of a cohesive system or
“systemness,” it will continue to be challenged to meet its goals for campus internationalization
without implementing a strategic framework to scale programs within the network.
Description of Stakeholder Groups
Key stakeholders to cooperatively facilitate and implement COIL courses on UNA
campuses are the provost, chief diversity officer (CDO) and the COIL coordinator. The UNA
Office of Global Affairs sits in the system-level provost’s office, and, for this study, the provost
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as the chief academic officer is a selected stakeholder. To facilitate COIL program
implementation on each UNA campus, a COIL coordinator is required. A COIL coordinator
serves a voluntary role in the campus structure and provides assistance with COIL facilitation
and international university partnership building. The CDO operates within the sphere of policy,
compliance, program implementation, community building and provides training opportunities.
The provost and the CDO are executive level positions, mandatory at each campus. They have
the authority to influence campus activities which promote UNA system goals. The provost is
responsible for oversight on curriculum development. The CDO is responsible for training on
cultural competency building and maintaining compliance with government mandates and
institutional goals for promoting diversity, equity and inclusion, which includes ensuring equal
opportunity access on campus. COIL coordinators are designated individuals at each campus
who provide technical support and faculty recruitment for COIL programming. COIL
coordinators, at the time of this dissertation, are voluntary or by appointment, dependent upon
campus-level strategic priorities. The president at each institution within the UNA system guides
the strategic priorities on an individual basis.
Stakeholder Group for the Study
Intercultural competency, or the ability to understand the perspective of another, is an
expected output for faculty and student participation in COIL courses. This provides cultural
awareness and perspective-taking. This type of leadership development is an important factor
toward the development of context-dependent decision making for emerging leaders in an
expanding and increasingly more interdependent global economy. Further to intercultural
competency building is the need to satisfy areas of access for underrepresented groups who may
have few global engagement opportunities. To examine this further, the stakeholder group for
this study consists of the campus level CDO. Within its campus network, UNA has 65 CDOs:
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one at the system administration level and one for each of the 64 campuses. The vice chancellor
of diversity, equity and inclusion, or CDO at the system level, provides oversight and guidance
to UNA’s 64 campuses. The joint effort of all three stakeholders will be an important factor in
increasing the number of campuses participating within the COIL network and for the
implementation of COIL courses on UNA campuses.
Table 1
Stakeholder Group’s Performance Goals
Organizational Mission

The UNA COIL Center is to develop and devote resources to make collaborative online
international learning available for all students.

Organizational Performance Goal

By July 1, 2022, 90% of University of New Amsterdam campuses will be enrolled in the Center
for Collaborative Online International Learning (COIL) Member network.

Chief Diversity Officer

Provost

COIL Coordinator

By June 1, 2022, 90% of UNA chief
diversity officers will incorporate
activities and provide training to
campus-level faculty and staff on
intercultural competency in the global
context to promote COIL initiatives in
alignment with UNA System diversity,
equity and inclusion strategic priorities.
By June 1, 2020, 100%
of UNA Provosts will
implement COIL
courses and UNA
System diversity, equity
and inclusion strategic
priorities.
By August 2020, 100% of
Campus COIL
coordinators will be
knowledgeable about how
to engage campus
stakeholders to implement
COIL courses.

Purpose of the Project and Questions
The purpose of this project was to study the UNA COIL Center’s performance related to
a larger problem of practice. The analysis focused on assets in the areas of knowledge and skill,
motivation, and organizational resources. While a complete study would focus on all
stakeholders, for practical purposes, the stakeholder of focus in this analysis was the CDO. As
such, the questions that guided the innovation study are the following:
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1. What are the knowledge, motivation and organizational needs of campus-level CDOs to
establish COIL courses on a UNA campus?
2. What are the recommended solutions to address the knowledge, motivation, and
organizational needs of campus-level CDOs to establish COIL courses on a UNA
campus?
Conceptual and Methodological Framework
Clark and Estes’ (2002) gap analysis, a systematic, analytical method that helps to
understand organizational goal achievement was adapted for a needs’ analysis and implemented
as the conceptual framework for this study. The framework provides a systematic analytical
method to identify the needs between actual and preferred organizational performances. Through
application of the framework, the assumed knowledge, motivation and organizational (KMO)
causes of the performance needs were identified. The findings and results of data collection were
systematically reviewed in comparison to the assumed causes to determine validation. The final
application of the framework was the development of research-based solutions, an
implementation plan, and an evaluation framework. These influences were assessed by using
surveys, document analysis and interviews. Research-based solutions are recommended at the
end of this dissertation.
Definitions
Collaborative online international learning (COIL): COIL promotes 21st century skills
by connecting classes in different countries through online interactions and applied learning
experiences, fostering international competencies and cross-cultural communication into the
classroom (SUNY, 2018).
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Context-dependent decision making: This suggests that the rationality of a decision is not
absolute and invariant but must be judged according to the typical decision making environment
(Rosati & Stevens, 2009).
Diversity: The inclusion of a compositional difference of people as defined by ethnic,
cultural and socioeconomic criteria (McGee-Banks & Banks, 1995).
Digital inclusion: Digital inclusion is social inclusion in the 21st century that ensures
individuals have access to, and skills to use, (ICT) and are, therefore, able to participate in and
benefit from today's growing knowledge and information society (Seale, 2009).
Educational equity: the provision of equal access, opportunity, and outcome for
all students and faculty (Bensimon, Rueda, Dowd, & Harris, 2007).
Fourth industrial revolution: The fourth industrial revolution is the fourth major
industrial era since the Industrial Revolution of the 18th century. It is characterized by a fusion
of technologies that is blurring the lines between the physical, digital, and biological spheres
(Schwab, 2016).
Inclusion: The extent to which individuals can access information and resources, are
involved in work groups, and have the ability to influence decision making processes (Mor
Barak & Cherin, 1998).
Intercultural competence: Intercultural competence is the ability to develop targeted
knowledge, skills and attitudes that lead to visible behavior and communication that are both
effective and appropriate in intercultural interactions (Deardorff, 2006).
Internationalization: a series of agreed-upon practices around the common campus goal
of creating a more globally connected student and faculty body (Altbach & Knight, 2007).
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Globalization: an economic phenomenon involving the increasing the flow of
technology, economy, knowledge, people, values, and ideas across borders (Knight & de Wit,
1995).
Global competency: The capacity and disposition to understand and act on issues of
global significance (Asia Society, 2019).
Globally networked learning: An approach to teaching and learning that brings together
geographically distant instructors and students from different cultural backgrounds to
communicate and collaborate through the use of online communication tools (SUNY COIL,
2018).
Perspective-taking: Perspective-taking is the act of perceiving a situation or
understanding a concept from an alternative point of view, such as that of another individual
(Tokimoto & Tokimoto, 2018).
Social emotional learning: To promote the social, emotional, and academic competence
of young people and to coordinate school, family and community programming to address
educational goals (CASEL, 2018).
Systemness: An operational term instituted by UNA as the coordination of multiple
components that, when working together, create a network of activity that is more powerful than
any action of individual parts on their own (Zimpher, 2012).
Virtual exchange programs: Virtual exchange is a term used to describe technology-
enabled, sustained, people-to-people education programs in which sustained communication and
interaction takes place between individuals or groups who are geographically separated, with the
support of educators and/or facilitators (Virtual Exchange Coalition, 2018).
Organization of the Project
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This study is comprised of five chapters. Chapter one provided the key concepts and
terminology commonly found in a discussion about the role of virtual exchange programs in
intercultural competency building and global engagement through collaborative online
coursework. The UNA COIL Center’s mission, goals and stakeholders as well as the initial
concepts of gap analysis were introduced. Chapter two provides a review of current literature
surrounding the scope of the study. Topics of the history of the CDO, virtual exchange programs
and community building, digital inclusion, institutional culture and technology trends will be
addressed. Chapter three details the assumed assets for this study as well as methodology when it
comes to the choice of participants, data collection and analysis. In Chapter four, the results from
the data findings results were recorded. Chapter five provides evidence based recommendations
for an implementation and evaluation plan.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This chapter presents a review of evidence-based literature which focuses on 21st century
skills development and enrichment strategy in the context of global citizenship and shared
responsibility for a planet with limited resources. The history of virtual exchange programs is
examined through a critical lens. Perspective-taking is a benefit of virtual exchange programs
which offer students the opportunity to engage in discourse and collaborative learning
environments to reinforce problem solving and context-dependent decision making. Further to
the exchange, the role of a CDO is explained through its history and the depth and breadth of
responsibility supported by national standards. These two topics are discussed together as part of
this innovation study to mark that reducing social disadvantage in the 21st century will require
increased opportunities for digital inclusion. The CDO is highlighted as a critical stakeholder to
achieve this in a large network of public institutions which serves underrepresented minority
groups.
The Fourth Industrial Revolution and Higher Education
It is estimated that, by 2025, over 90% of the world’s population will have access to
mobile telecommunications (Schwab, 2016). Indicators such as this show that world engagement
with digital technologies on a broader scale is inevitable. This rapid movement toward a world
based on digital technology has been called the fourth industrial revolution (Schwab, 2016).
Human engagement within this new context requires new intelligence types, including
contextual, emotional, inspirational and physical (Schwab, 2016). In the web-based, technology-
centered economy, new types of knowledge and motivation will influence job performance and
the ability to thrive in the global market. It is, therefore, imperative that higher education
institutions work more actively to provide opportunities for students to prepare for the
exponentially growing global technology movement.
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Individuals must be prepared for the new knowledge economy, which is dependent on the
quantity, quality, and accessibility of information, rather than on the means of production
(Amidon et al., 2005). According to Olssen and Peters (2005), the knowledge economy differs
from the traditional economy in that opportunity is more abundant and the effect of location is
diminished, shifting the need away from location-based employment and leading to an increase
in virtual marketplaces, virtual organizations and an increase in virtual communities.
In 2016, the World Economic Forum released a global forecast based on the growth of
these new digital economies. The report concludes that, to prevent economic disparity, digital
inclusion is an important consideration in educational planning and curriculum development. The
digital economy is based on digital computing technologies which require new skills and is
becoming intertwined with the traditional economy, making a clear delineation between them
more difficult (Bughin & Manyika, 2010). On a positive note, the digital economy means that
income-generating opportunities are more accessible to individuals in remote locations, which
can boost their competitiveness in contemporary industries. On the other hand, however, Olssen
and Peters (2005) argued that new and emerging technologies will enable greater suppression of
competition in global commerce. Limitations in access to 21st century skill development through
educational opportunities present risks of greater economic disparity (Schwab, 2016).
In 1998, UNESCO published the World Declaration on Higher Education, an action plan
to ensure the basic human right of all individuals to high quality, relevant higher education. The
declaration focused on higher education serving as a change agent capable of spearheading
change in society for an increased knowledge-based society (UNESCO, 1998). Specifically, the
declaration called for higher education institutions to prepare all students to think critically and
analyze problems of society. The declaration notes that new curricular and teaching approaches
will be necessary to promote “creative and critical analysis, independent thinking and team work
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in multicultural contexts and know-how with advanced science and technology” (UNESCO,
1998, p. 25).
This 1998 UNESCO report was specific in its recommendations for higher education. For
example, it called for the following:
creating new learning environments, ranging from distance education facilities to
complete virtual higher education institutions and systems, capable of bridging distances
and… serving social and economic advancement and democratization as well as other
relevant priorities of society, while ensuring that these virtual education facilities, based
on regional, continental or global networks, function in a way that respects cultural and
social identities… [and that] particular attention should be paid to removing the grave
inequalities which exist among and also within the countries of the world with regard to
access to new information and communication technologies and to the production of the
corresponding resources (UNESCO, 1998, p. 26).
Twenty years after this report, these recommendations for higher education are even
more important. Access to wireless internet is now imperative as a basic right to provide
economic equality and reduce disparity in the increasingly interconnected world and changing
technology landscape (Schwab, 2016). Globalization has strengthened the idea that cultural
exchange enhances human development (Soltaninejad, Keshtiaray, & Vaezi, 2017) and,
according to Skilton and Hovsepian (2018), the 21st century is witnessing the impact of the
convergence of deep structural changes on multiple levels, including technological, economic,
social, political and personal. Higher education systems need to address these new realities.
Skills Needed for the 21st Century
Increased opportunity for world engagement presents the necessity for proficiency in
global leadership, collective problem solving, empathy and context-dependent decision making.
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Exponential growth of social media and digital business have sculpted existing language and
culture into a rapidly enmeshed and distinct world culture. In this section, literature supports that
individuals avoid the unknown. A knowledge-based, digital economy expands the need for
global interaction and collaborative problem solving as global issues require critical thinking.
Collaborative learning provides a vehicle to reinforce leadership development in a global
context. National perspectives continue to remain as social identity shifts by niche interest
(Schwab, 2016). The following literature supports an ideology of mutual understanding.
Cosmopolitanism
Cosmopolitanism is a western ideology which emphasizes the need for individuals to
conceive of a political and cultural entity, larger than their own homeland, that would encompass
all human beings on a global scale. It encompasses a positive attitude toward difference, a desire
to construct broad allegiances, equal and peaceful global communities of citizens who should be
able to communicate across cultural and social boundaries forming a universalist solidarity
(Ribeiro, 2001). Its inclusive drive is most evident in moments of world crisis or other modes of
membership to existing sociopolitical and cultural communities (Ribeiro, 2001). In this context,
interconnected responsibility on a planet with finite resources is referred to as cosmopolitanism,
or citizen of the world. Global citizenship is based around collective responsibility to solve
complex problems in the world through civic engagement and cross-collaboration (Abdi, 2015).
“Global citizenship education then, has a task of educating, not only for global citizenship in its
institutionalized and historically normalized categories, but as well or even more importantly
now, for global social justice as part of being a citizen with undeniable basic rights irrespective
of geographic location on planet earth (Abdi, 2015).”

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Intercultural Competence
According to the ACE (2002), the national standard of living is threatened without
international competence and its competitive difficulties will increase. The council further noted
that the level of competence should be integral to the educational experience and emphasized the
importance of knowledgeable graduates who also understand global systems through exposure to
different languages, cultures and peoples.
A process model of intercultural competence (Deardorff, 2006) was developed to
understand a process orientation of an individual with the intended outcome for engagement in
cross-cultural experiences. The process orientation model begins with identifying individual
attitudes moving toward knowledge and comprehension to frame the desired internal outcome or
metacognitive awareness of an individual and the desired external outcome or influence on
society. Metacognitive knowledge is a form of self-awareness. Through cross-cultural
engagement, Deardorff (2006) suggests that the process model facilitates a shift from ethno-
centrism or nationalist perspective to ethno-relativism, the ability to put into context personal
culture through the lens of another. Further approaches to cultural awareness and its multifaceted
dimensions can be linked to Hofstede and Hofstede (2005) who classify culture into specific
elements.
Cultural Awareness
Hofstede and Hofstede (2005) describe culture as collective programming of the mind
that distinguishes members of one group or category of people from others. Integrated patterns of
human knowledge, beliefs and behaviors are learned and transmitted through generations in the
form of symbols, social orders, attitudes, goals, practices and values. According to Hofstede and
Hofstede, the dimension of individualist and collectivist framework is comprised of the self,
where collectivist thinking is about societal responsibility for one another. They also described
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that a cultural dimension is an aspect of a culture that can be measured relative to other cultures.
Tapanes et al. (2009) noted that online engagement has formed its own prescriptive culture and
that cultural dimensions and online learning may either empower or diminish learning for
students. Further to this idea, universities that have online educational programs and that are
responsive to cross-cultural needs have a competitive edge to take advantage of these new ever-
growing markets (Mercado, 2014).
Cross-Cultural Leadership
Further to the research on Hofstede and Hofstede’s (2005) cultural dimensions is a study
that was initiated by Robert House (1991) on the GLOBE research program. Consisting of more
than 160 investigators over time, the primary focus of the research program was to increase
understanding of cross-cultural interactions and the impact of culture on leadership effectiveness.
As part of the study of culture and leadership, GLOBE researchers developed a different
classification of cultural dimensions, identifying nine: uncertainty avoidance, power distance,
institutional collectivism, in-group collectivism, gender egalitarianism, assertiveness, future
orientation, performance orientation and humane orientation (Northouse, 2018). According to
House et al. (2004), the dimension of uncertainty avoidance relies on established social norms,
rituals and procedures to avoid uncertainty. This ideology supports that it is a natural human
response to avoid unfamiliar experiences and interactions; therefore, opportunities for global
engagement would need to be a strategic priority for educational institutions.
In a study conducted by Trillings and Fadel (2009) found that students graduating from
all levels lacked skills such as critical thinking, problem solving, effective, communication,
creativity, innovation, leadership, professionalism, work ethic, teamwork, collaboration, working
in diverse teams, project management, computing, ICT and media literacies. These are critical
21st century skills which appear to be addressed through the use of COIL. Kivunja (2014) notes
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that a pedagogical paradigm shift is necessary to change the way we teach, to prepare students, to
develop skills that are in demand in the 21st century workplace; to think for themselves, solve
problems, work collaboratively and lead others to success in the digital and knowledge
economies.
Traditional Higher Education Responses to Internationalization
Study abroad is a form of applied learning which has become more widely adapted in
higher education to facilitate experiences for world engagement. These global experiences
require a physical mobility and the ability to adapt to new environments. Study abroad is a strong
experiential learning opportunity met with limitations of accessibility. Funding for international
scholarship has also served to promote diversity abroad. In this regard, diversity is delineated by
individuals with access as compared to limited offerings for individuals with less access.
Internationalization Initiatives
The ACE (2016) conducted a survey as part of a mapping study of internationalization in
higher education. The study shows an increase among higher education institutions prioritizing
internationalization. Increasing study abroad for U.S. students was found to be the primary
method for internationalization, followed by the recruitment of international students,
international university partnerships, curriculum internationalization and faculty development
(ACE, 2016). A main goal of study abroad is to increase student intercultural sensitivity, which
means to move from ethnocentrism toward ethno-relativism. Student reflections are likely to
bounce around on the developmental scale offered by this theory. According to Deardorff
(2018), the task is to help students move in an ethno-relative direction. Ethno-relativism is an
acquired ability to see many values and behaviors as cultural rather than universal. Through
guided reflection, students are encouraged to have different perspectives. Description of
experiences deficient of emotional content (feelings, values, attitudes) lead to intellectualized,
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disconnected and unidimensional statements that lack the full richness of human response
(Deardorff, 2018).
Internationalization at Home (IaH) is a term frequently used to refer to efforts to
transform or internationalize the curriculum so that all students can be shaped by this agenda.
According to Pynes (2018), there are two levels to internationalization on any campus: macro
(institutional climate) and micro (project specific). It is important to improve institutional climate
for internationalization so that others can see that progress is being made. Without measurable
success, institutions often remove funding and support for projects which appear to be singular
events as compared to part of a larger strategy for long term growth. Nolan (2018) indicates that
leadership within internationalization requires forming alliances, especially within the
administration. Identifying key stakeholders and allies, understanding the types and phases of
alliances, and applying lessons learned can lead to productive and long-term alliances that prove
instrumental in moving the institution forward toward comprehensive internationalization. The
CDO is a strategic ally toward the implementation of internationalization efforts and strategic
initiatives for diversity, equity and inclusion. International education as a field has struggled
with diversity, an unfortunate circumstance considering that diversity is core to the message of
internationalization. To address these challenges, campus collaborations by the Senior
International Officer (SIO) and the CDO, both of whom are change agents would need to
intersect. An engaged campus community that embraces diversity and globalism understands the
road to excellence in the 21
st
Century (Anderson, 2008).
Limitations and Needs
Despite increases in campus internationalization and study abroad opportunities, fewer
than 10% of all U.S. college students study abroad during their undergraduate years (IIE, 2014).
Some of the limitations with study abroad experiences are that, without mental processing as a
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required component, these experiences can lead to a shallow experiential base (Deardorff, 2018).
Empathy and taking the perspective of others allow a different view of events.
According to a special report published by the United States Institute for Peace (2011),
the cost of study abroad opportunities is another limiting factor. Access to study abroad has been
limited to those with access to aid. This creates a limitation in the diversity of the candidate pool.
Other limitations include study abroad opportunities to geographically concentrated areas which
can limit an understanding by students who might benefit from multiple experiences in a virtual
setting. It is more common that students who study abroad are self-selected and already on the
path to exploring diverse cultures when they enroll in study abroad programs (U.S. Institute for
Peace, 2011).
According to a report of nonimmigrant visas issued by the U.S. Department of State,
there has been a significant decrease in international student enrollment. International students
enter with J-1 or F-1 visas for academic purposes. From 2013 to 2017, there was a 74% decrease
in the number of these visas issued (U.S. Department of State, 2017). Where international
students would participate in on-campus activities and provide a richness in cultural exchange to
a host campus, the limitations presented through increased security and reduced entry into the
United States have prevented this internationalization strategy. Virtual exchange programs offer
scalable, cost-effective, sustainable methods for leveraging increased opportunity for cross-
cultural educational exchange (U.S. Institute for Peace, 2011).
Virtual Exchange Programs
In the web-based, technology-centered economy, knowledge, motivation and external
stimuli are the factors that will influence job design, performance and skills required to thrive in
the global market. To facilitate equity and inclusion among socially disadvantaged groups,
virtual exchange programs provide a method for students with limited access to global mobility
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to develop critical 21st century skills. To reduce economic disparity in an increasingly robust
digital and knowledge-based economy, access to opportunity for world engagement is
imperative.
History
Virtual exchange programs designed with the intention to build a global network of
young community leaders are moderately new. Over time, in higher education, these courses
have been described and designed through distance learning with varying methods for
communication among participants. These methods of exchange include correspondence through
mail, email, video conferencing, text and more. More recently, the term “COIL” was used in the
early 2000s. It is defined as an inclusive learning environment that offers students in different
countries the opportunity to engage in coursework to solve common problems through dialogue.
This form of collaborative engagement allows global community building and understanding
through shared humanity. Among Maslow’s (1943) hierarchy of human basic needs is the need
to belong. Community can offer a cohesive influence that balances open communication and
access, providing the condition for free and open dialogue, critical debate, negotiation and
agreement (Garrison, 2004). Community can be broadly defined and where it may have been
identified by physical geographic location it can also encompass global and virtual communities.
In 2011, a virtual exchange coalition was established consisting of a wide range of diverse
practitioners interested in working together to foster a supportive and generative ecosystem for
virtual exchange programming to develop, innovate and grow. The intention was to increase
participation and opportunity by co-creating a network of young people where students build
community and engage across borders (Virtual Exchange Coalition, 2011). The exchange was
formed with funding from the United States Institute for Peace and former U.S. Ambassador J.
Christopher Stevens as part of an initiative through the Aspen Institute, a forum for leadership.
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Over time, these virtual exchanges have acquired enough evidence of a positive impact of virtual
exchange programs. Virtual exchange is a method to satisfy cultural competency building
among the 90% of students who do not have access to study abroad (IIE, 2016).
Effectiveness
A neuroscientific study on group conflict indicates that empathy tends to lean toward an
inner group rather than an outer group (Bruneau, 2017). Implicit bias has the same affect,
individuals tend to identify and engage with those with whom they feel comfortable. The study
was developed to provide data on programs that were created to build trust and community.
Participants in the programs felt a closer association with their counterparts from an opposite
group. The setting in which the group meetings took place created an environment that provided
the safety needed to feel vulnerable to engage in dialogue interculturally. The study also showed
that consistent exposure to stimuli can change the brain’s response both positively and
negatively. Neuroscientists have evidence that external environment has an impact on cognitive
functioning, and this includes feelings of empathy for unfamiliar groups of individuals (Bruneau
& Saxe, 2016). Virtual communities face a different environment than offline communities;
online communities overcome limitations such as synchronousness, physical proximity, or
spatial cohesiveness needed for face-to-face interaction (Abdi, 2015). Emerging technologies in
this sphere support the educational benefits of digital media, including virtual and augmented
reality technology and how these technologies improve the interpretation of contextual content
(Woods et al., 2004).
Virtual exchange programs have adapted the use of the emergent technology with virtual
reality and augmented reality (Tettegah, Taylor, Whang, Meistninkas, & Chamot, 2006).
Creating environments using virtual reality as a mechanism to facilitate experiences through
immersion is an experience that provides context and perspective-taking. In a study on context-
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dependent decision making, results indicated that people who experience outcomes of their full
decisions in context were positively improved (Ert & Lejarraga, 2018). The notion of empathy
building through the use of virtual reality has been widely studied and supported that empathy is
learnable (Bricken, 1990) Virtual reality may create an environment which hosts the bridge to
cultural conversations and competencies by uniting the expression by which we understand
intention (Kleiman-Weiner, Saxe & Tenenbaum, 2017). If so, the foundation for these
exchanges must be laid for the future and this starts with education in virtual exchange. Virtual
reality may offer a method for understanding context in the process of decision making which
may produce positive results to solve complex global problems.
Current Models
It is important to note that language regarding virtual exchange varies widely around the
world. COIL was adapted by the ACE and has gained traction with the UNA COIL Center at its
helm. The premise of virtual engagement across geographic borders remains the same. COIL is
rooted in higher education, whereas virtual exchange covers primary, secondary and tertiary
education to provide opportunities for world understanding from an early age. Virtual exchange
is not intended to replace the richness of international experience more than to provide increased
opportunity for all individuals to engage in this learning (ACE, 2016).
Collaborative Online International Learning
COIL is a teaching and learning paradigm that promotes the development of intercultural
competence across shared multicultural learning environments. Through innovative online
pedagogies, it combines the four essential dimensions of real virtual mobility: a collaborative
exercise of teachers and students, applied use of online technology and interaction, international
dimensions, and integration into a learning process (de Wit, 2013). The UNA is the largest and
most comprehensive publicly networked institution of higher education within the United States
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with 64 campuses serving 1.4 million students annually. The institution has a goal to provide the
most comprehensive access to all members of UNA. Its operational paradigm is a shared
governance at the meta level with one system administration. UNA believes that “in the
globalized economy, students with a broad cultural and international perspective have distinct
competitive advantages. To create a globally competent student body, we [UNA] must increase
the opportunities for international exposure throughout all courses and degrees” (SUNY, 2018).
As part of a system-level initiative, UNA has a metric-based strategic plan for campus
internationalization to provide opportunities for its students to engage globally. The endeavor is a
priority for the university network through its system-level office of global affairs which
includes study abroad, international business and an intercultural competency building
framework through its Center for COIL among others. Since 2006, The UNA COIL Center has
cultivated a global network of faculty from universities worldwide for collective partnership
building and virtual exchange for faculty and, by extension, student engagement. As a large
network of 64 campuses, UNA is strategically positioned to welcome its international university
partnerships and provide access to a large student and faculty population with broad diversity.
An increase in international universities interested in these globally networked learning
opportunities through COIL is challenged by a limited number of participating universities
within the UNA system. This presents a problem for UNA’s strategic initiative for campus
internationalization. Campus Presidents at each institution have the authority to guide the
strategic areas of focus which influence student outcomes. To date, methods for utilizing ICT as
a focused strategic area of innovation in teaching and learning has been limited.

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Diversity, Equity and Inclusion in Higher Education
Diversity, equity and inclusion evolved in response to social problems associated with
diversity, such as discrimination, bias and affirmative action (Shore et al., 2009). For the
purposes of this dissertation, diversity, equity and inclusion will be focused on access and digital
inclusion. The following literature synthesizes the important work of diversity executives with
potential streams to be examined. The first is the role of a diversity officer in providing training
and awareness building for intercultural competency. The second is oversight and compliance on
policies related to federally mandated programs in the context of higher education and public
funding. More closely, this section will recognize the role of the CDO in providing opportunities
for digital inclusivity and global engagement, supported by evidence-based research and national
standards for officers in the sphere of diversity, equity and inclusion. These standards outline the
parallels where innovation in diversity initiatives may need to be examined with emphasis on
inclusion and access to opportunity for underrepresented groups.
History and Current Approaches
Diversity leadership roles have become more prominent over the last 40 years. Many of
these initiatives grew out of the Civil Rights Movement and nationalist social movements in the
United States (Ogblar, 2005), which led to oversight on federally mandated policies. According
to the National Association of Diversity Officers in Higher Education (NADOHE), there are 12
standards for effective leadership by CDOs. For the purpose of this dissertation four of the 12
will be highlighted. Standards four, five, six and nine recommend that it is a primary role of a
CDO to foster an environment of change management.
Higher education institutions are complex organizations that are accountable to internal,
state, national, and global stakeholders. CDOs have the strategic vision to conceptualize their
work to advance diversity, inclusion and equity, while simultaneously having the administrative
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acumen to be responsive to the broader contextual landscape (NADOHE, 2014). NADOHE’s
fourth standard indicates that a CDO must have knowledge and understanding of the range of
evidence for the educational benefits that accrue to students through diversity, inclusion, and
equity initiatives in higher education and must be able to articulate in verbal and written form.
Standard five states that a CDO must have an understanding of how curriculum development
efforts may be used to advance the diversity mission of higher education institutions. While
curriculum development is the responsibility of the faculty, it is also the place where institutional
diversity goals and learning outcomes are articulated, implemented, taught, and assessed. It is
expected that CDOs partner with faculty in curriculum development efforts to facilitate inclusive
teaching and learning practices. The sixth standard is that the CDO must have an understanding
of how institutional programming can be used to enhance the diversity mission of higher
education institutions for faculty, students, staff, and administrators. Colleges and universities
vary with respect to mission, values, culture, and context. CDOs can identify and apply multiple
sources of delivery methods to reach a diverse and complex audience within campus
communities to enhance the diversity mission of an institution (NADOHE, 2014). These
methods include presentations, workshops, seminars, focus group sessions, difficult dialogues,
restorative justice, town hall meetings, conferences, institutes, and community outreach. It is
important to note that virtual exchange programs have not been previously added to this list but
fall within this category. Where faculty are responsible for curriculum development, the addition
of a COIL component meets the standards of the CDO for campus-level implementation of
diversity initiatives. Standard nine states a CDO must have an understanding of the application
of campus climate research in the development and advancement of a positive and inclusive
campus climate for diversity. Campus climate often refers to response to known or existing
strengths and weaknesses and providing solutions.
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The CDO is responsible for change management (Williams & Wade, 2013), and, in this
role, the CDO must enable a multi-pronged approach which leads to measurable outcomes and
broad, positive cultural transformation. According to Williams and Wade (2013), as students are
prepared for global citizenship and conservative challenges to the emerging imperatives of
diversity in the 21st century, a new approach to CDO responsibilities will need to be developed.
To highlight strategic priorities of the CDO, a pyramid of goals for strategic diversity
leadership includes the following: access and equity, multicultural and inclusive campus climate,
preparing students for a diverse and global world, and domestic and international diversity and
research scholarship. These hierarchical strategic priorities for diversity leadership are pillars
which build strategic diversity initiatives. Williams and Wade (2013) noted that colleges and
universities have been able to expand diversity programs as they relate to curriculum
development, hiring and retention of diverse faculty and staff, funding and prioritization of
research projects, and efforts to enhance cocurricular learning and service opportunities.
However, to strengthen diversity as a matter of institutional excellence, an individual campus
diversity agenda must simultaneously expand access and equity, create inclusive environments
and build upon an institution’s academic diversity capacity. Further to the pyramid of priorities,
there are several models to facilitate diversity initiatives.
Implementation of diversity initiatives through the role of the CDO is aligned more
closely with a learning and diversity research model. The drivers for this model are changing
demographics, workforce needs, persistent inequalities, legal and political dynamics and the
global economy (Williams & Wade, 2013). The agenda for campus-level implementation is
focused on infusing diversity into an institution’s curriculum and research priorities. The
emphasis is on diversity as a vital component of student learning and faculty research. The
efforts must be put forth by all students, faculty, staff and administrators. Under this model
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centralized diversity efforts include ethnic studies, gender studies and diversity programs like
intergroup relations, study abroad and service learning initiatives.
Recent trends in diversity leadership are focused on providing educational pathway and
pipeline programs, many of which revolve around science, technology, engineering, arts and
math (STEM). However, according to SUNY and the World, a strategic plan for the UNA Global
Office, pathways for secondary educational institutions to partner with higher education
institutions will be a focus area. An innovation team is working on a “Seamless International
Education Pipeline” for residents in New Amsterdam (from high school students to adult
learners) who wish to pursue higher education that will prepare them for globally‐oriented
careers in New Amsterdam and beyond (SUNY and the World, 2011, p. 5).
According to Anderson (2008) diversity outcomes are more powerful in supporting the
vision of a learning-centered institution when conjoined with more traditional academic and co-
curricular outcomes. That is how inclusive excellence and the competitive edge are defined in
the 21
st
Century. There are multiple campus stakeholders in the effort to internationalize a
campus and to promote diversity initiatives. Anderson (2008) further iterates that most colleges
and universities do not discuss diversity outside of a consistent number of targeted domains,
among them which include affirmative action, increasing the presence of underrepresented
groups, promoting a welcoming environment, activities associated with multi-culturalism,
inequities (salary, hiring, etc.); admissions considerations; and curricular initiatives on a limited
scale. Leading with the critical question: how can institutions advance their educational goals
when the demands of preparing all students for 21
st
century realities are not prioritized? Concepts
as pluralism, cultural democracy and multiculturalism can have varying definitions, but there is
no shared consensus among a community of users of those concepts. Diversity can be defined
and shaped by the parameters of institutional engagement, which require strategic thinking,
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mission driven activities and recognition of values and priorities. Anderson (2008) continues
with the idea that in many cases at the institutional level, diversity is referenced as a primary
institutional value associated with access, equity, and representation but not with academic
mission. Learning communities can become places where students and teachers experience the
gift of learning with others who understand the world differently not just because of disciplinary
differences but also because of genuine differences in how we experience and interpret reality,
how and where we are situated, and the social identities that shape our thinking (Lardner, 2005).
The process of engaging in these learning communities is not viewed simply as an empathic
emotion but understood more significantly as a series of cognitive processes, decisions, and
judgements of which one can become more conscious (Nussbaum, 2003). In the 21
st
century,
diversity has evolved from a primary affirmative action goal of access and redress for past
wrongdoing to a goal of broader teaching, learning and research outcomes that have a more
comprehensive impact on the academy and in society. Anderson (2008) states that cross-cultural
technology transfer is a 21
st
century reality that must account for global cultural differences.
Incorporating diversity into the teaching and learning paradigm and as a core aspect of curricular
transformation presupposes the student and the instructor assuming responsibility for doing so.
Anderson (2008) continues with the need for curriculum to be based on competencies or learning
outcomes that ask students to analyze the disciplines within the context of a world composed of
diversity cultures, ways of knowing and situational contexts. Students need to learn
• “To apply a cultural lens to their fundamental biases, perceptions about business and
management
• Reframe their views by recognizing the impact that culture, structure, and politics
have on individual and organizational success;
• Understand the cultural foundations of the collection and use of quantitative data; and
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• Experience conversations across the disciplinary boundaries of liberal arts and
management courses (pg. 20).”
“broadening his or her consciousness of social justice, social entrepreneurship and
recognition of the need for social change.”
COIL serves as a vehicle to provide the experiential learning opportunities students require for
21
st
century skills development.
Alignment with Virtual Exchange and COIL Goals
The UNA system serves a diverse population with strategic pipeline programming to
reach underrepresented minority groups. A strategic plan for a seamless education pipeline was
created to provide opportunities to students from birth through retirement as an extension of
diversity initiatives and to promote inclusion (SUNY, 2018). With mobile technology and social
media, there has been a shift in geographic identity where the lines of community have pivoted
from spatial location to shared interest and an increase in economic opportunity that may have
not been previously available. This broadens the scope of world cooperation and human
development which postulates a critical need for mutual understanding amid cultural groups and
civic responsibility (Schwab, 2016).
The charge of the CDO does not provide an obvious link to global engagement, however,
to create a more inclusive and culturally sensitive world, the CDO is a key stakeholder in the
implementation of strategies on this theme.
The Role of the Chief Diversity Officer
On each UNA campus, the CDO is committed to equity and inclusive excellence by
creating an educational environment that is centered on building a foundation of broad and
integrative knowledge of histories, cultures, science, societies, and technology, ethics, diversity
and inclusion. In alignment with UNA policies, each campus is committed to a culture of
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inclusion. Each UNA campus defines diversity to include all aspects of human difference,
including age, disability, race, ethnicity, gender, gender expression and identity, language
heritage, learning style, national origin, sexual orientation, religion, socioeconomic status, status
as a veteran, and worldview. In addition, diversity includes differences among first-generation
students, international students, and students transferring between colleges. The CDO provides
vision and leadership in promoting an institutional culture that values and supports diversity,
equity and inclusion. As a report to the president, the CDO spearheads diversity initiatives in
alignment with campus strategic priorities, working closely with the senior administration,
academic deans and chairs, student life, admissions, human resources and all areas of the campus
community.
The responsibilities of the CDO are vast, and some require oversight of federally
mandated programming. There is a function of change management that is required to promote
transformative, innovative practices, and it is also the role of the CDO to provide opportunities
for students, faculty and staff to learn about intercultural competency. COIL courses serve to
facilitate intercultural competency, foster cultural pluralism and promote context dependent
decision making. To increase the number of COIL courses that are offered throughout the
university system requires the need for strategic dissemination. The UNA’s overarching goal of
being recognized as the most inclusive system of higher education in the country requires
“success in our fast paced, internationally competitive world depends on developing the
knowledge, cognitive skills and cultural competence to respond to new opportunities and
challenges” (SUNY ODEI, 2018, para. 5). The UNA Office of Diversity, Equity and Inclusion
(ODEI) aspires to strengthen diversity as an integral component of academic excellence at UNA
and, in the process, to establish the university as a national leader in preparing its students for
success in a culturally and racially diverse society. It is the institutional role and ODEI goal to
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create the learning environment needed to develop the extraordinary leaders who will succeed in
an increasingly culturally diverse and globalized society.
Learning and Motivation Theory
This dissertation utilizes Clark and Estes’ (2008) gap analysis framework to examine the
knowledge, motivation and organizational influences which may help or hinder an organization’s
goal achievement. Knowledge, a component of the framework, provides the information to
complete a task or to achieve a goal. Motivation provides the impetus toward the active choice
and persistence to continue. A third component of the framework identifies organizational
culture which potentially serves as a catalyst to provide knowledge, training, support and value
individuals need to complete tasks and the motivation to persist toward the intended outcome
(Clark & Estes, 2008).
A 64-campus network, UNA aims for long-term partnership with international
universities to offer COIL experiences. Primarily, the COIL Center which services these
partnerships, is designed to provide resources and information to the community of practice.
Materials to enhance curriculum for faculty implementation have been developed, yet, at the
time of this dissertation, there are no standardized materials for campus-level implementation of
COIL programming by executive leadership. The CDO is the identified stakeholder for this
innovation study and is a strategic partnership to expand COIL programming.
Chief Diversity Officer Knowledge, Motivation and Organizational Influences
Virtual exchange programs are an instrument to critical skill development and global
competence building for students, faculty and staff. The UNA COIL Center has established a
network of domestic and international universities to serve as a catalyst to promote cross-
collaborative opportunity for students to work on collective problem solving in the global
context. UNA serves more than one million students annually and is, therefore, a strategic link
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for collaborative university partnerships. Each of the 64 campuses within UNA include the
mandatory role of the CDO which could satisfy operational gaps for campus-level
implementation of COIL programming. It is important to note that the COIL network of
international universities is a separate entity within UNA and operates in service to the UNA
system. This section is a literature review on the knowledge, motivation and organizational
influences that may prevent a campus-level CDO from establishing COIL courses on a UNA
campus.
Knowledge and Skills
To understand how the CDO will be a catalyst in campus-level implementation of COIL
courses within UNA, gaps must be identified. According to Clark and Estes (2008), a capacity
analysis includes an examination of knowledge, motivation and organizational influences. To
assess stakeholder understanding, knowledge can be classified by four types: factual, conceptual,
procedural and metacognitive (Anderson & Krathwohl, 2001). The assumed influences for this
dissertation are comprised of all four.
Metacognitive. Metacognitive knowledge is the process of reflecting and directing
individual thinking (National Research Council, 2001). Housed in the academy under the provost
which facilitates curricular design and programming, CDOs within the UNA campus network
may not be metacognitively aware of their role in facilitating these virtual cross-collaborative
partnerships or that virtual exchange directly aligns with community building and intercultural
competency. Campus-level CDOs may not be aware that COIL offers equitable and inclusive
methods of global engagement. Metacognitive knowledge also refers to strategic problem
solving to include context, conditional and self-knowledge (Anderson & Krathwohl, 2002).
Virtual exchange programs are an emergent educational tool for intercultural competency
building which makes the role of the CDO pertinent toward its successful implementation within
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the UNA network. Metacognition can be assessed by interviews and assessments (Anderson &
Krathwohl, 2002).
Factual. Factual knowledge is an understanding of basic facts and isolated elements and
information related to a topic to become familiar on a subject for effective problem solving
(Anderson & Krathwohl, 2002). This type of knowledge includes the technical language
associated with a specific theme for action and implementation. Assessment of CDOs within the
UNA network could confirm gaps in prior knowledge. Baseline information on prior knowledge,
aids in the development of resources by the COIL Center for CDO integration within co-
curricular intercultural competency building activities on UNA campuses.
Conceptual. Conceptual knowledge is an understanding of fundamental categories,
principles, structure, or theory of an area or field. According to Anderson and Krathwohl (2002),
conceptual knowledge is knowledge of classifications, principles, generalizations, theories,
models, or structures pertinent to a distinct disciplinary area. This form includes the ideology that
the basic principle of a thematic area is generally understood. As the critical stakeholder, the
CDO can be assessed qualitatively to measure conceptual knowledge.
Procedural. Procedural knowledge refers to information or skills involved in a task, such
as methods and actions required for completion. It also refers to methods of inquiry, very
specific or finite skills, algorithms, techniques and methodologies (Anderson & Krathwohl,
2002). Procedural knowledge can be assessed qualitatively through survey and assessment.
The CDO has an integral role on each UNA campus through multiple channels rooted in
policy, strategy, oversight and discipline. Additionally, there is a component of the work of the
CDO which is to promote cultural understanding and foster community engagement. COIL
courses are being implemented widely on UNA campuses. As the nature of a COIL course is for
partnership and cross-collaborative working among UNA and international university
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partnerships, the CDO is one of the critical stakeholders to facilitate campus-level programming.
Table one highlights four assumed knowledge types pertinent to the work of the CDO.
Table 2
Assumed Knowledge Influences
Assumed Knowledge Influence Knowledge Type
The CDO needs to know they are essential for
developing a culture that welcomes COIL course
implementation on each campus.
Metacognitive

The CDO needs to know that they are responsible for
international student integration according to
NADOHE standards and by extension global
community engagement.
Declarative (Factual)

The CDO needs to understand the connection between
equity and inclusion to increase collaborative online
international learning (COIL).
Conceptual
The CDO needs to know how to provide training on
intercultural competencies for campus staff members
in the context of engagement with globally networked
learning opportunities.
Procedural

Motivation
In addition to knowledge, motivation is a key influence on performance (Clark & Estes,
2008). This section will review literature which focuses on motivation-related influences
pertinent to the achievement of the CDO in the implementation of COIL programming on UNA
campuses as a method to provide equitable and inclusive opportunities for global engagement.
The organizational goal of the UNA COIL Center is to increase UNA university network
participation by 50% in the implementation of COIL programming in its 64-campus network.
Motivation theory refers to the goals, values, beliefs, and expectations individuals hold that
influence organizational performance (Clark & Estes, 2008). Motivation influences are the
assumed identified causes for operational and systemic gaps in the implementation of COIL
programming on UNA campuses and can be classified into several categories. Definitions for
these are based on a value theory, interest value, skill value, utility value and a theory of self-
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efficacy. Utility value is a motivation concept which focuses on the benefits of finishing a task
(Clark & Estes, 2001). This value set is underneath a larger theory: expectancy value theory.
Understanding motivations is important for faculty and staff member engagement to achieve
organizational goals.
Expectancy value theory. According to expectancy value theory, utility, cost,
attainment and intrinsic values are considered four key components of task value. Motivation
theory refers to the goals, values, beliefs, and expectations individuals and teams hold that
influence organizational performance (Clark & Estes, 2008). Expectancy outcome is the belief
that a given behavior will or will not lead to a given outcome (Clark & Estes, 2008). CDOs
within UNA will need to believe that COIL courses will have an impact and that their role in
campus-level implementation will be effective. When people do not believe they can succeed at
a specific goal, they will not choose to work toward it. If they have started to work on the goal,
they may convince themselves to switch to less important tasks or invest very little mental effort
(Clark & Estes, 2001). Knowledge workers, or those whose responsibility is to handle
information, tend to be motivated by monetary incentives and by values based on social
recognition and power (Drucker, 2002). Expectancy outcome is also the belief that a given
behavior may or may not lead to a given outcome. This ideology focuses on the outcome
independent of the capacity to achieve a task which is rooted in self-efficacy theory.
Self-efficacy theory. Self-efficacy is the ideology that learning and performance are
enhanced when there are positive expectations for success (Clark & Estes, 2008). Individuals
form their self-efficacy beliefs by interpreting information primarily from four sources: mastery
experience, vicarious experience, social persuasions, and physiological reactions. According to
Pajares (2010), self-efficacy beliefs foster the outcome one expects. For example, if it is
expected that a goal would not be achieved, it will not be achieved.
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Task value. According to Clark and Estes (2008), motivation learning and performance
are enhanced if a person values a task. These four types are a classification system which
indicates a level of value for the individual implementing a task. These four types are intrinsic
value (interest), extrinsic value (utility), attainment value (importance) and cost value (benefit).
Intrinsic value is the level of interest that an individual may have in achieving a task, whereas
extrinsic value is the utility of a task toward a future goal. Attainment value is placed on the
importance of a task based on self-development and a cost value is to persist toward goal
achievement (Clark & Estes, 2008). Table 3 represents the assumed motivational influences of a
CDO within the UNA system.
Table 3
Assumed Motivation Influences
Organizational Mission

The UNA COIL Center is to develop and devote resources to make collaborative online
international learning available for all students.

Stakeholder Goal
By June 1, 2022, 90% of UNA chief diversity officers will incorporate co-curricular activities
and provide training to campus-level faculty and staff on intercultural competency in the
global context to promote collaborative online international learning.

Motivation
Construct
Assumed Motivation Influence
Attainment Value The chief diversity officer needs to feel supported by the COIL Center
to implement an equity and inclusion strategy to increase COIL courses.
Cost Value The chief diversity officer needs to see the value in addressing
intercultural competency building beyond domestic initiatives.
Attainment Value The chief diversity officer needs to see the value in collaborative
working agreements to offer programming to the wider campus
community.
Intrinsic Value The chief diversity officer needs to see the value of implementing COIL
courses on the campus.
Expectancy Value
Outcome
The chief diversity officer will need to believe that COIL courses will
have a positive impact on community and student development.

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Organizational Influences
Organizational influences, including operational structures, values, believes and attitudes
are generally invisible and automated. In addition to knowledge and motivation, these influences
determine whether a stakeholder can be successful in performing their roles in the organization
and achieving their goals (Clark & Estes, 2008). According to Gallimore and Goldenberg (2001),
organizational influences can be classified into two categories: cultural models and cultural
settings. These are interconnected in ways that affect the design and implementation of
innovations. Cultural models are described as the values, beliefs and attitudes that are generally
invisible and automated (Clark & Estes, 2008). It is the ideology that what can be observed is
less important than what cannot be observed. Cultural settings are depicted as visible, concrete
manifestations of cultural models that appear within an activity. These settings include a lack of
goal orientation or conflicting goals. Further examples include lack of incentives or ineffective
incentives, lack of autonomy and choice and bureaucratic work that is not aligned with existing
goals.
Autonomy. The president of each campus within UNA leads the strategic priorities for a
CDO. Within some institutions in the network, this may represent a cultural setting that does not
promote autonomous oversight for the CDO. Due to the nature of the role of the CDO at the
campus level in setting evidence-based strategic priorities, lack of autonomy may create
restrictions around funding and resources. Further, a gap in relationships between departments on
the campus may result in lack of support from senior leadership. Given the large nature of the
CDO’s role, lack of autonomy can discourage innovation and cross-collaborative partnership,
which can be detrimental as social interaction, cooperative learning, and cognitive
apprenticeships (such as reciprocal teaching) facilitate construction of new knowledge (Scott &
Palincsar, 2010).
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Resources. The CDO is an executive level position tasked with faculty and staff
development, compliance and community engagement. The role is also responsible for the
oversight and implementation of pipeline programs which provide equity and access to
educational opportunities to reduce economic disparity among underrepresented minority groups.
Lack of resources can limit the number of goal related achievements due to unrealistic
expectations. Limited resources can result in a decrease in motivations (Clark & Estes, 2008).
Acceptance of social loafing. A mandatory advisory board was recommended for each
campus to build community among key stakeholder groups at the campus-level to design and
implement diversity, equity and inclusion programs. The CDO is intersectional, so an
expectation for cross-collaboration interdepartmentally is necessary for implementation of these
programs. From the system-level administration, CDOs are expected to produce outcomes in
partnership with varying groups on campus and external community member organizations.
However, the expectation that a CDO can implement activities for the broader engagement of the
campus community without partnership is a limiting factor. In addition, lack of results from
social loafing of committees and advisory boards cause delays.
Training and professional development. The functions of the CDO may not align with
the experiences required to achieve strategic outputs set forth by the system-level. The broad
spectrum of requirements to achieve the outcomes required of the role of the CDO may provide
gaps in these outputs. The institution where the CDO serves will need to provide access to
training and professional development for incremental goal achievement. Table 4 contains four
assumed organizational influences relative to the work of the CDO within UNA.
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Table 4
Assumed Organizational Influences
Organizational
Influence Category
Assumed Organizational Influences

Cultural Model
Influence 1
The university system needs to cultivate a culture among college
presidents within the UNA system that global engagement is a
priority for campus-level implementation and internationalization.

Cultural Model
Influence 2
The individual campus needs to have a culture of trust between
administration and the faculty in order to achieve the institutional
goal of integrating intercultural competency building through
collaborative online international learning into teaching.

Cultural Setting
Influence 1
Campus leadership need to provide faculty enough time from their
non-teaching responsibilities to revise their course syllabi to integrate
COIL into their courses.

Cultural Setting
Influence 2
The University needs to provide effective role models within the
institution who have integrated COIL courses into courses.

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CHAPTER THREE: METHODS
The organization being studied is the UNA COIL Center, which has an intended goal to
increase the number of COIL courses facilitated by faculty on each UNA campus to provide an
increase in global engagement opportunities for students. The CDO, an influential executive on
each campus, is a mandatory role according to UNA policies. The desired outcome of the study
is that the UNA COIL Center will provide resources and guidance to CDOs who can implement
the programming as part of an initiative to engage the campus community in intercultural
competency skills development and digital inclusion.
This dissertation utilizes the Clark and Estes’ (2008) gap analysis framework examining
the knowledge, motivation and organizational influences which may help or hinder an
organization toward goal achievement. The Clark & Estes’ framework focuses on the
knowledge, motivation and organizational influences that help to assess stakeholder needs to
implement new initiatives. Clark & Estes’ (2008), emphasize that education and training support
the evidence for active choice, goal orientation and productive decision making.
The UNA COIL Center exists in service to its campuses and is overseen by the office of
global affairs within the UNA system. COIL courses are virtual exchanges which allow faculty
and students to collaborate in an international academic partnership through peer-to-peer
engagement and project-based learning. The ideology that blended and vicarious learning
provides the opportunity for students to engage across cultures which builds perspective and
allows the development of context-dependent decision making to build future global leaders.
In this chapter, research design and methods for data collection and analysis will be the
central theme. The questions that will guide the innovation study are the following:
1. What are the knowledge, motivation and organizational needs of campus-level CDOs to
establish COIL courses on a UNA campus?
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2. What are the recommended solutions to address the knowledge, motivation, and
organizational needs of campus-level CDOs to establish COIL courses on a UNA
campus?
Participating Stakeholders
A sample size of 64 participants throughout the campus network were the participants of
this study. The CDO is an executive level position tasked with faculty and staff development,
compliance and community engagement. The role is also responsible for the oversight and
implementation of pipeline programs which provide equity and access to educational
opportunities to reduce economic disparity among underrepresented minority groups. It also
serves as a link between an institution and according to national standards, oversight on
international student acclimation and integration (NADOHE, 2014).
A survey was given to the full sample of CDOs within the UNA university system with
an initial notification by email correspondence sent from the office of the Vice Chancellor for
diversity, equity and inclusion. At the closure of the survey, seventeen per cent of participants
responded. Data were coded, analyzed and triangulated to understand the knowledge,
motivation, and organizational influences of CDOs and their prospective involvement with the
implementation of virtual exchange programs on their campus.
An emergent design was utilized during the data collection process of this dissertation,
modifying questions as necessary to avoid saturation. The original stakeholder population was
focused on researching CDOs from UNA comprehensive colleges. Of the 37% of participating
campuses within UNA, comprehensive colleges are among the most active in implementing
COIL courses. Community colleges were also highly ranked. Stakeholders from the full range of
colleges and universities within the UNA network were provided the opportunity to engage in
the study. To expand the findings, campuses which were not registered as part of the UNA
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Center for COIL were targeted for document analysis to identify key patterns bridging diversity,
equity and inclusion, global engagement and innovation. The assumption for this dissertation
was that COIL campuses offer opportunities for global and virtual engagement. A review of
system-wide policies on diversity, equity and inclusion, campus diversity websites and mandated
strategic plans by the university system, submitted in 2016 was conducted. Each of the strategic
plans reviewed contained information which connects campus level programming for diversity
initiatives with global engagement, however, few contained information related to utilizing
COIL as an initiative for diversity. The Vice Chancellor of Diversity, Equity and Inclusion
provided full support of the study. An email was sent to all CDOs within the UNA
comprehensive university network. Out of a population of 64 stakeholders among the campus
level CDOs, seventeen per cent chose to take the survey. The survey was administered in
January which represents a season where students are not on the campus. The intention for
sending the survey to the campuses during this time was in the effort to attain an increase in
participation during a time that may present increased availability. A trend in the data denotes
that a portion of the CDOs have not made the connection between international engagement and
diversity, equity and inclusion.
Survey Sampling Strategy and Rationale
For the UNA COIL Center to provide resources to the stakeholder group, a sample of 64
CDOs was selected to represent the full population of the UNA system. At the beginning of the
data collection process, all CDOs were surveyed to identify their knowledge, motivation and
organizational influences about the center and the process for COIL implementation on each
campus. The survey was open for three weeks of participation and was initiated at the beginning
of the data collection process. The introduction of the survey was sent by the Vice Chancellor
who is the system level CDO who provided verification that the university was aware that the
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study was taking place. A second email containing the link to the Qualtrics survey was sent by
the principal investigator via the Vice Chancellor’s office mailing list. Data from the survey was
stored in Qualtrics. Upon the completion of the survey, participants received a prompt with an
option to enter contact information if interested to participate in an interview.
Survey Sampling Criteria and Rationale
Criterion 1. The respondent must be a CDO.
Criterion 2. The respondent must belong to the UNA.
Criterion 3. The CDO must have a strategic plan that was submitted to the UNA system
administration by December 31, 2016.
Interview and Sampling Strategy and Rationale
Of the 64 CDOs sampled from the network, a targeted sample was selected for
interviews. Within UNA are a series of classifications among universities: university centers,
comprehensive colleges, technology colleges and community colleges. At the start of this
dissertation, there are nine participating comprehensive colleges within the COIL network. To
better understand some of the successes of this category, this was a maximum variation sample
to examine if CDO participation was included in campus level planning and implementation of
COIL courses. Participants of the interview process were recorded. The study of CDOs at
comprehensive colleges identified trends that were helpful toward resource development and
COIL program implementation. The sample for this research was a subset of those surveyed and
may vary greatly based on the level of participation in the baseline survey. The in-depth
interviews took place over a 3-week period which allowed CDOs to participate in the interview
component within a specific and achievable time frame post-survey research. While the focus of
interview participants will be CDOs from comprehensive colleges, the stakeholders who
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registered for the survey were also contacted to participate in an interview. The findings from the
interviews from all categories are delineated in a summary of the findings.
Interview and Sampling Criterion and Rationale
Criterion 1. The participant must be a CDO within the UNA network. This is the
identified stakeholder group for the study.
Criterion 2. The CDO must have participated in the baseline research survey
implemented within the network in the first stages of data collection.
Criterion 3. The participant must be a CDO at a comprehensive college within the UNA
COIL network. This is the identified stakeholder group for the study.
Data Collection and Instrumentation
To examine the knowledge, motivation and organizational influences that prevent a
campus-level CDO from establishing COIL courses on a UNA campus, data was collected from
December 2018 to February 2019. Surveys were administered to gather data on the CDOs’
knowledge of basic facts and information related to COIL, intercultural competency building and
campus-level implementation. The survey questions were framed around this ideology to
measure the knowledge and skills of each participant. A sample taken from the survey
participants provided respondents for in-depth interviews. The questions in the interview are
designed to gather additional information unattained in the survey data collection. Further to the
surveys and interviews, documents were analyzed to support the assertions made from data
collection. Data was collected through multiple sources to include interviews and document
analysis.
Surveys
In cooperation with the Center for COIL and the system-level ODEI, a preliminary email
was sent to the stakeholder group with an explanation of the research project and a link to the
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survey. The survey was hosted in Qualtrics and secured using this software. The survey
implementation period was 3 weeks. The purpose of hosting the survey online was to reach the
stakeholder population in a timely and efficient manner given their geographic disposition.
Validity and reliability were measured through triangulation, collecting information from a
diverse range of individuals and settings, using a variety of methods (Maxwell, 2013). Surveys
were built to measure the knowledge and motivation of the stakeholder population, and in-depth
interviews will serve as a follow up to validate survey data and document analysis. The
documents analyzed were strategic plans submitted to the UNA system CDO by the CDO of
each UNA campus. To achieve a high response rate, the CDO at the system level sent the
preliminary email to confirm the study is in service to the UNA system.
Interviews
A one-time interview of selected survey participants was conducted to further support or
negate the findings from the survey. It is expected that one-third of participants from the study
were interviewed. If full participation is achieved by the stakeholder group, 13 participants from
comprehensive colleges were to be interviewed as part of a formal interview process. Due to the
geographic disposition of New Amsterdam, all interviews were held in English, conducted by
phone or video conferencing software and were recorded. The nature of the interview provided
low risk information and therefore recorded conversations through electronic mediums were not
an issue. Each participant was notified that they were recorded for transparency purposes and
was also provided the opportunity to decline. The semi-structured interview questions allowed
flexibility for the respondent to share additional information about their experiences. The types
of questions that were asked are in alignment with the assumed influences within the Clark and
Estes (2008) gap analysis framework, measuring the stakeholder knowledge, motivation and
organizational influences to help or hinder COIL implementation within UNA campus networks.
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Documents and Artifacts
The principal investigator (PI) of this research was previously a member of an office for
diversity initiatives within the UNA network. The involvement of the principal investigator in
the strategic planning process may present biases. The large majority of these plans were
accessed and available to the public. A sample of 31 strategic plans was reviewed to include;
doctoral degree granting institutions, comprehensive colleges, technology colleges and
community colleges.. Each CDO within the UNA network was required to submit a strategic
plan for campus-level implementation. These strategic plans were to consist of a 5-year road map
toward the development and implementation of activities on each campus. Each strategic plan
provides information with regard to the existing knowledge at the time of submission, which
directly links to the research questions with the intention to measure knowledge. It may also be
possible to indicate a level of motivation by reviewing these documents, dependent upon the
length and level of detail. This can only be determined after reviewing the documents. A
protocol to examine the documents was established with the intent to review if a link between the
CDO has been made with on campus global engagement or participation in internationalization,
intercultural competency in the global context and inclusion strategy.
Data Analysis
For survey responses, frequencies were calculated. For the large sample of 64, means will
be presented to identify average levels of responses. Analytic memos were written after each
interview. Thoughts, concerns, and initial conclusions about the data in relation to the conceptual
framework and research questions were documented. Interviews were transcribed and coded. In
the first phase of analysis, open coding was used, looking for empirical codes and applying a
priori codes from the conceptual framework. A second phase of analysis was conducted where
empirical and a priori codes are aggregated into analytic/axial codes. In the third phase of data
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analysis, pattern codes and themes that emerged in relation to the conceptual framework and
study questions were identified. Documents and artifacts for evidence consistency with the
concepts in the conceptual framework were analyzed.
Credibility and Trustworthiness
Triangulation was used to curate the credibility of the study. The purpose of
triangulation is to provide a confluence of evidence that breeds credibility (Bowen, 2009).
The primary instrument for data collection was a survey administered to each CDO within the
UNA system. Examining evidence from different sources facilitates the justification of cohesive
patterns and trends which support the research questions (Creswell, 2014). As a current serving
staff member within the UNA system, unknown biases may be present in the research. While the
PI has been part of the ODEI, it is important to note that PI is no longer directly involved with
ODEI and is involved with the UNA COIL Center.
Validity and Reliability
Validity is a strength of qualitative research and is based on determining whether the
findings are accurate from the participant perspective (Creswell & Miller, 2000). Based on the
data that was gathered through the survey, interviews were conducted. Further, document
analysis of each strategic plan submitted to system-level administration at UNA will be
requested and reviewed to identify potential trends, gaps or best practices. Select themes which
have been identified in the data collection process were shared with individual participants as a
form of member checking. The raw data collected was not shared. This is a measure to satisfy
the accuracy of the study. According to Miles and Huberman (1994), there are two important
threats to the validity of qualitative conclusions: the selection of data that fit the researcher’s
existing theory, goals or preconceptions and the selection of more prominent data. Maxwell
(2013) indicates that it is impossible to eliminate a researcher’s perceptual lens.
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Ethics
It is the role of the PI to make ethical choices when facilitating research. Therefore, this
study was submitted to the University of Southern California’s Institutional Review Board (IRB)
as part of protocol to ensure compliance with policies and guidelines for the protection of the
rights and welfare of all participants. Participants were provided with an information sheet. This
was important for them to understand their rights, that their participation was voluntary and to
know that all related conversations in this study will be kept confidential. Participants were able
to stop at any time if uncomfortable.
This study was intended to gather information about organizational influences of the
campus level CDO to provide feedback for the development and implementation of new
resources to support this stakeholder to increase COIL course facilitation at their respective
institution. As the PI was a current serving staff member, a brief disclosure statement was shared
indicating this research is separate to the UNA and that all data collected will be kept
confidential.

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CHAPTER FOUR: RESULTS AND FINDINGS
The results of this research were compared with the assumed influences offered in
Chapter 3 to determine the validity of the study. In the following chapter (5), key
recommendations for strategy based on the evidence will be provided. The UNA network of 64
campuses believes that by acting as a system and by adopting evidence-based best practices,
colleges and universities can operate at peak performance to channel collective power and more
effectively address pervasive global challenges (SUNY, 2019). As a cabinet level executive, the
CDO has been a stakeholder identified as a critical ally toward an increase in the number of
COIL courses offered at their institution. This study is intended to influence the methods for
engagement and strategy between the UNA Center for COIL at the UNA system administration
for strategic diversity initiatives to further influence the campus level CDO at each institution.
This chapter is organized according to the Clark and Estes’ KMO framework which
consists of:
• knowledge influences;
• motivation influences; and
• organizational influences
A summary analysis of the initial research questions outlined in Chapter 1 are as follows:
1. What are the knowledge, motivation and organizational needs of campus-level
CDOs to establish COIL courses on a UNA campus?
2. What are the recommended solutions to address the knowledge, motivation, and
organizational needs of campus-level CDOs to establish COIL courses on a UNA
campus?
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This chapter contains a summary of the research that was conducted for the role of the
CDO in virtual exchange to include the findings collected from surveys, interviews and
document analysis.
Evidence from the interviews suggest that while a CDO has a role in international
oversight- it is only a touch point and not as active contribution. Other data collected from the
surveys suggests that CDOs experience time constraints which might inhibit activities related to
international programs.
Policy findings from the UNA Office of Diversity, Equity and Inclusion contain relevant
information that create a link between the university system offices as the Center for COIL and
the functions and goals of the system-wide network of CDOs. The policy has an emphasis on
employee development and recruitment. It is important to note that while, COIL is intended to
produce students who are proficient with 21
st
century skills and global competency, faculty and
employees engaged in this modality benefit from the intercultural exchange and attain a broader
perspective on course facilitation and cultural pluralism.
• “With support from system administration, the introduction or expansion of cultural
competency programming as a central aspect of the orientation program for new
employees and as a regular program for all continuing employees (SUNY, 2015).”
• “System Administration will develop the tools to provide cultural competency training
across the system administration and to campus senior leadership teams, faculty and staff
(SUNY, 2015).”
The catalyst to facilitate change management behavior rests with the CDO. This presents
pertinent information toward new initiatives which have been recently introduced as a systematic
approach to achieve this. GENIU-S, an initiative of the university system with the support of the
State Governor was launched in 2019 with the following vision:
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“A diverse faculty is critical to academic excellence because as research demonstrates,
diverse teams are more innovative, productive, and solve complex problems faster and
better. Furthermore, faculty diversity is key to preparing all students to live and work in
an increasingly global, diverse and interconnected world by exposing students to a wide
array of ideas, experiences, cultures, and individuals (SUNY, 2019).”
The Clark & Estes (2008) gap analysis framework provided the tools to examine the
knowledge, motivation and organizational influences which help or hinder a CDO to increase the
number of COIL courses as a strategy by the UNA Center for COIL. It is important to note that
this is an innovation study intended to influence the stakeholder of focus to adopt this as a
priority for strategic diversity engagement in alignment with the UNA system goal to provide the
highest educational quality available and to be the most inclusive comprehensive university
system in the country.
Knowledge Findings
The university system has 64 CDOs within its network. The strategy to reach the entire
population of CDOs within the network was to gain the support of the Vice Chancellor of
diversity, equity and inclusion to reach the participants of focus. There is a gap in the knowledge
of CDOs about COIL as a modality for engineering diversity and global competence. More than
50% of participants in the research were unfamiliar with virtual exchange programs as a whole.
Further, it was noted in interviews that some campuses that do offer COIL as a modality for
global engagement had CDOs that were unaware that this method of teaching and learning
existed at their institution. This not only indicates a gap in knowledge, but also a gap in
communication which may be a result of silo effect. A notable theme among CDOs who were
familiar with COIL, was that it was a method purely for internationalization. Some participants
stated that they were constrained by time to focus on international endeavors given the large
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responsibility of managing the tasks associated with a CDO. Below is a visual representation
supporting the number of CDOs who were familiar with COIL as a resource.

Figure 1. CDO knowledge of collaborative international learning (COIL) in UNA Network.
The assumed knowledge influences that were discovered could have been gleaned as an
elementary knowledge of the emergent method for global engagement. Gaps within the chart
below contained the assumption that CDOs had a basic understanding of COIL as a modality for
supplementary diversity initiatives.
Table 5
Assumed Knowledge Needs
Assumed Knowledge
Influence
Knowledge Type Validated Assets
The CDO knows they are
essential for developing a
culture that welcomes COIL
course implementation on
each campus.
Metacognitive

✓
The findings from the
study found that 54%
of CDOs did not
know what COIL
courses were.
The CDO is knowledgeable
about the intersection of
international student
integration according to
NADOHE standards and by
extension global community
engagement.
Declarative
(Factual)

✓

Approximately 50%
communicated knew
there was a
connection with the
campus international
office.

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Table 5, continued
The CDO needs to
understand the connection
between digital inclusion
and collaborative online
international learning
(COIL).
Conceptual
×
This was inconclusive
from the evidence
found.
The CDO needs to know
how to provide training on
intercultural competencies
for campus staff members in
the context of engagement
with globally networked
learning opportunities.
Procedural

×

This is a focus area
with recommended
solutions in chapter 5.

As it relates to procedural knowledge, it is important to note that validated does not
indicate that the CDO has a working knowledge. A gap in knowledge has been identified that
will need to be resolved. Intercultural competence was a focus in a select group of strategic
plans, in most cases not directly linked to the use of the UNA COIL model. A sample of 31
strategic plans were reviewed to include the following types: doctoral degree granting
institutions, comprehensive colleges, technology colleges and community colleges. The
following table provides a visual representation of COIL participating institutions by type.
Of diversity plans publicly available, there was a percentage which incorporated keywords as
intercultural competency, global competency/awareness, mentioned study abroad or international
students. This would indicate a knowledge by the CDO on the link between their role and
international student integration, therefore global engagement. The full sample did not contain
the referential elements to cultural or global competency or a link to international students. This
could present a gap or that the university does not have efforts toward global engagement, which
would suggest that these universities should be of focus beyond this study.
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Figure 2. Strategic plans indicating awareness of CDO knowledge of international and global
link.

Knowledge 1: CDO Knowledge of Collaborative Online International Learning
The findings from the study found that 54% of CDOs were unfamiliar with COIL as a
modality for global engagement. Many of the CDOs who participated in the study referenced
their international programs office as responsible for campus integration and COIL course
implementation. While this was originally classified as a knowledge need, it may be motivation.
Of the participants in the study there was a trend among the CDOs as over committed with time
constraints and multiple responsibilities. Due to the level of responsibility charged to the CDO
the study found that if an international office was available on the campus, there wasn’t a need to
engage international student populations which is tied to the NADHOE Standards and the earlier
referenced influence that might be a link to CDO involvement. It is important to delineate this
standard in accordance with emerging methods for campus internationalization strategy and
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global engagement/diversity initiatives. Cultural integration offers diversity to the campus
community. It was a previous serving internationalization strategy. Engaging international
populations to participate in campus community may still be a worthy responsibility when
serving community development. The CDOs who referenced the overlapping goals for working
with the Senior International Officer responded with great enthusiasm for programing and a
number of other strategic priorities. In other examples, the knowledge of the standard of
engagement with the office of international programs was known. Statements indicated that
engagement with the office exist but very limited in nature.
Knowledge 2: CDO Knowledge on Engagement with International Community
The UNA system offers specific definitions for diversity, equity and inclusion. A gap in
knowledge among the CDOs about COIL courses are among campus level benefit. According to
the UNA diversity, equity and inclusion policy CDOs will “Introduce cultural competency
programming as a central aspect of the orientation program for new employees and as a regular
program for all continuing employees.”
COIL has a large impact beyond student populations, therefore, a connection to COIL
course implementation can be made. Outside of the policy stream, areas of focus that engage
and serve all departments are Institutional Advancement, Distance and Online Learning and
applied learning initiatives. These are staff outside of faculty that will need to have an
understanding of COIL courses which will need to know how to market, promote, approve and
understand the conceptual framework of COIL course offerings. Additional research might
include the silo effect within campus dialogue and new and emerging innovations/initiatives. As
an ally for COIL course implementation, information about the nature of COIL needs to be
strategically disseminated to generate awareness and understanding. As an example, faculty who
are facilitating COIL learning work with institutional advancement for marketing strategy
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connections about the virtual exchange. Based on observations, connections about virtual
exchange may not be properly associated with the context of intercultural competency, inclusion,
intellectual diversity or international, despite its name.
The fourth assumed influence of the CDO is to know how to provide training on
intercultural competencies in the context of global awareness and global engagement. Who
gets to be trained on each campus? This study is in service to the UNA COIL Center to serve the
CDO as the stakeholder for this study. The goal of the COIL Center is to increase the number of
COIL courses throughout the large university system. Lack of knowledge and awareness about
the course as a resource will need to be provided, specifically to reduce the burden of CDOs who
choose to promote COIL initiatives as a systematic approach to meet university goals. The
findings of this were inconclusive. The CDO would influence the trainings to take place. There
were limitations with examining whether a CDO has the procedural knowledge. The
expectations for a training of COIL courses to occur, would be managed through the operational
arm of the chief diversity officer at the campus level which is the diversity committee. To
achieve this, the CDO would need the information about COIL courses to shared with the
committee structure. Electronic documents/video/infographics with information about the COIL
Coordinators should be made available.
While the purpose of this study is to increase the number of COIL courses offered, it is
not the role of the UNA COIL Center to teach the CDO how to train, but it is the role of the
COIL Center to provide materials and resources for the CDO to disseminate.
The following chart is a comparison of UNA network campuses by classification. The
chart contains information on survey participants by registered COIL institution.
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Figure 3. Number of COIL participating universities compared by university type.
Summary of Findings for Assumed Knowledge Needs
Validated gaps were identified among the CDOs in the UNA system. There was a
limited working knowledge on the intersection of diversity initiatives and global engagement.
There was also a gap in verified knowledge with regard to virtual exchange programs. CDOs
often referred to the campus office of international programs. While the office of international
programs is developed to support opportunities for international and global engagement, the
collaboration among the CDO and SIO are pertinent.
Motivation Findings
This section will review literature which focuses on motivation-related influences
pertinent to the achievement of the CDO in the implementation of COIL programming on UNA
campuses as a method to provide equitable and inclusive opportunities for global engagement.

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Motivation 1: The Chief Diversity Officer Needs to Feel Supported by the COIL Center to
Implement an Equity and Inclusion Strategy to Increase COIL Courses
The CDO as an executive level cabinet position is often limited with time (time as a
constraint). The goal is to increase the number of COIL courses within the UNA system. As a
goal of the COIL Center in the Office of Global Affairs, the CDO serves as the catalyst to
provide information. The incentive to do this, is that COIL courses are in alignment with
diversity initiatives, including a recent initiative put for the by the Vice Chancellor called
GENIU-S. The program is a strategic initiative to diversity intellectual discourse through
programming and recruitment initiatives with the ideology that a diverse community generates
awareness and perspective taking (SUNY, 2019).
Of the participants interviewed, the large majority of participants (X%) were passionate
about diversity, equity and inclusion. The CDO is an ally to implementing COIL on any UNA
campus. It is the role of the COIL Center to provide the packaging, the strategy and the
information for implementation. Attainment value is understanding the importance of COIL
courses.
As there was a gap in knowledge about the Center for COIL and COIL, a gap in
communication among the COIL Center and campus level stakeholders was identified.
Motivation 2: The Chief Diversity Officer Needs to See the Value in Addressing
Intercultural Competency Building Beyond Domestic Initiatives
The findings from the survey and the interview suggest the expectation that COIL course
facilitation should be implemented by the office of international programs due to time constraints
and operating in a resource restricted environment. A high percentage of CDOs stated dual
executive titles. This could be a result of many organizational factors which may influence the
motivation of the CDO to engage in the implementation plan. According to Rueda (2011), cost
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value is a perceived cost of the activity in terms of time and effort. In the interview it was found
by a small population that engaging with international affairs on the campus provides “very little
return on time invested.” It was also stated in the same interview that outside of time sensitive
needs, reporting cases, etc… there was very little time for diversity initiatives.
Important to note in another interview that the participating CDO did not feel that it was
appropriate to participate in the study. The participant was unsure if it would be useful to the
study to participate. It was noted that because the acronym COIL has international in the title,
that it did not belong within the participants purview. Cosmopolitanist thinking offers diversity
of thought and perspective a world view from a shared common humanity. As the need for a
CDO stemmed from challenges that were present within the United States, throughout history,
much of which encapsulates systemic challenges in the present day. Alignment with the role of
the CDO includes intercultural dialogue, collaborative problem solving and a host of other rich
benefits to improve human relations. Out of the CDOs who were interviewed, 20% mentioned
working with Senior International Officers because of an existing relationship, however the
shared responsibility of this role on campus did not motivate the questioned participant to do
more to engage with the international office. This was based on the expectation that the Senior
International Officer was responsible for all things international and all things global. It was
described as a low return on investment of time, to spend time on international programs when
there is a designated office. Emphasis was placed on a need to maximize time, a result of being
over committed. The question was in reference to international student integration. The same
CDO who made the remarks about international programs did not see the value in contributing
time to 1% of the population. The CDO also made reference that his role as CDO is a low
priority since having another leadership on campus. This garners the question, whether there is
an understanding of the role of the CDO from the senior administration on each campus. Does
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the President at his institution place emphasis on issues related to diversity, equity and inclusion
if he has a shared executive title? Is the President or senior level administration aware of the
expectations related to the role of the CDO.
References made to biggest bang for the amount of time invested. The CDOs perspective
on inclusion was also low priority. The context at which this statement was made in reference to
the percentage of time spent on specific tasks in a resource restricted environment which may be
an organizational influence to be addressed.
Motivation 3: The Chief Diversity Officer Needs to See the Value in Collaborative Working
Agreements to Offer Programming to the Wider Campus Community
Interview questions on this theme were intended to identify whether the CDO, in many
cases a single individual in the department, utilized the diversity committee to develop programs.
The full participating sample reported using the campus committee structure to design and
coordinate “on-campus” diversity programming. There are many factors which contribute toward
the impact and success of “on-campus” programs. Much of the success is heavily dependent on
in person participation, is optional and may contain very little knowledge or skills transfer.
Overall, gaps were identified with the method for participating in the committee structure. As an
example one of the criteria to form the diversity committee was passion for diversity which can
be a positive influence on knowledge. Diversity initiatives cascade inter-departmentally,
strategic representation of offices is important for implementing programs and course that are
integrated into curriculum and reach the study body. This question was obsolete as the CDO by
nature uses a mandatory campus diversity committee to strategically carry-
out/execute/implement diversity programming at its campus.
Motivation 4: The Chief Diversity Officer Needs to see the Value of Implementing COIL
Courses on the Campus
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The CDO as a stakeholder has the choice to adapt COIL as a method to foster diversity.
COIL aligns directly with the vision statements for DEI and UNA Global. At the campus level it
appears the scope of collaboration will need to be defined beyond study abroad and international
student integration.
Diversity Mission Statement:
“ODEI aspires to strengthen diversity as an integral component of academic excellence at
the University of New Amsterdam (UNA) and, in the process, to establish the university
as a national leader in preparing its students for success in a culturally and racially
diverse society (SUNY, 2019).”
UNA Global Vision Statement:
“Global Affairs is committed to building a more informed and inclusive society through global
learning by supporting equity and providing opportunities (SUNY, 2019).”
The policies on diversity, equity and inclusion for the UNA system were also adopted by the
Board of Trustees.
20% of CDOs within the sample utilize COIL and are actively engaged. A CDO from a
community college mentioned that their campus has actively adapted COIL courses on their
campus and that they are actively involved and that the courses were well received.
Organizationally at the campus level, the CDO and campus leadership have the choice to adapt
COIL as programming. The campus which successful implementation of COIL could serve as a
model for other campuses within the UNA network.
It is possible that there are more CDOs who incorporate COIL into their strategies for
diversity engagement. The analysis of survey, interviews and document analysis did not indicate
that this model has been widely adopted. Most CDOs were unfamiliar with COIL programming.
The CDOs who were familiar with COIL programming were very supportive and had a goal to
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be cutting edge as a cultural setting on its campuses. CDOs also referred to the lack of clarity
around where on campus COIL belongs. This is another cultural setting. The Vice Chancellor for
Strategic Initiatives has been briefed and is supportive of CDO engagement within COIL.
Motivation 5: The Chief Diversity Officer Will Need to Believe That COIL Courses Will
Have a Positive Impact on Community and Student Development
Value streams are a form of analysis that describes how an organization, department and
division interact and what processes they implement (Clark & Estes, 2008). If the CDO values
the COIL modality for global engagement, cascading COIL through existing curriculum will
provide increased opportunity for campus buy-in.
This was a felt need within the research. Overall, the knowledge findings indicated a
lack of awareness of COIL courses. For the participating CDOs who were aware of COIL, there
was a deep believe set that COIL courses were an asset to student development. This relates to
goal orientation. The majority of the stakeholder population were surprised and even a little
apprehensive about the assumption and lack of awareness that CDOs should be engaging with
international programs. The graph illustrates the level of planning and the CDO level of
engagement of the survey sample.
Based on the findings from the surveys and interviews, there is supportive evidence of a
knowledge gap. As in some cases within UNA, CDOs are the first person to hold the role. It is
important to reiterate that in 2016 there was guidance from the system level administration with
regard to the mandatory role of the Chief Diversity on each campus. Many of the participants for
this research indicated that the inaugural role contained a level of retroactive problem solving
and policy orientation which suggests that there is insufficient time It is possible that this is a
pattern in public university systems.
Summary of Findings for Assumed Motivation Needs
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Data findings from the survey and interviews concluded that there is a divide among
faculty and administration. There is heavy reliance diversity committees to implement
programming. Challenges with committee structures is often that participants are not the key
stakeholders to strategically influence campus decision making and program development.
There is evidence to suggest that the committees are often developed based on a motivation for
self-fulfillment and are comprised of trustworthy counterparts of the Chair of the Committee.
This may suggest that an organizational influence could be broken trust. The survey and the
interview support that 99% of participating CDOs felt supported by campus level senior
administration to include the President and Vice Presidents among other stakeholders.
Table 6
Assumed Motivation Needs
Motivation Construct Assumed Motivation Influence
Attainment Value The chief diversity officer needs to feel supported by the COIL Center
to implement an equity and inclusion strategy to increase COIL courses.
Cost Value The chief diversity officer needs to see the value in addressing
intercultural competency building beyond domestic initiatives.
Attainment Value The chief diversity officer needs to see the value in collaborative
working agreements to offer programming to the wider campus
community.
Intrinsic Value The chief diversity officer needs to see the value of implementing COIL
courses on the campus.
Expectancy Value Outcome The chief diversity officer will need to believe that COIL courses will
have a positive impact on community and student development.

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Organization
Organizational influences related to the work of the CDO offered significant findings
among the survey sample. 75% were inaugural diversity officers. This cabinet level executive in
most campuses was the first visible entity to offer insight into diversity.
In 2016, the University of New Amsterdam established a policy that mandated a campus
level Chief Diversity exist on each university campus within the system. On some campuses,
preceding the cabinet level positions was a diversity committee. There are a number of potential
influences that may affect the priorities of the CDO.
Organizational culture filters and efforts, are an attempt to improve performance (Clark
& Estes, 2008). The large UNA university system has its organizational culture as does each
campus and department. When a problem appears in one part of the system its cause can be
found in a different part of the system (Clark & Estes, 2008). A goal highlighted to ensure
change processes will succeed is by suggesting ways to prepare people for change. The CDO as
a change agent is permanent to generating awareness of COIL as a modality and co-curricular
activity to diversity strategy. According to Clark & Estes (2008), organizational performance
structures can be examined through two classifications, cultural models and cultural settings.
Cultural models are invisible components of a workplace environment that can influence
knowledge and skills to improve organizational performance. Cultural settings are visible
influences which may also impact organizational performance. These influences can be positive
or negative. The large university system has a goal to:
• Support campuses with successful diversity programs to further develop and expand
these programs.
• Create synergy between academic excellence and diversity through a variety of targeted
programs (SUNY, 2019).
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The survey findings indicated that 99% of the CDOs felt supported by their Senior
Administration toward diversity initiatives. Although there is a goal and support from campus
level administration, there may be other influences that impact the success of diversity
programming. As it applies to COIL, multiple stakeholders on the campus will be necessary to
educate, support, approve and assess COIL courses. Cultural models can influence the
implementation of new programming at the individual campus.
Organizational Influences 1: The University System Needs to Cultivate a Culture Among
College Presidents Within the UNA System That Global Engagement Is a Priority for
Campus-Level Implementation and Internationalization
Half of the CDOs who were interviewed for this study mentioned that in addition to their
previously serving executive responsibilities, the role of the CDO was absorbed. This ignites the
question of support or a lack of awareness of the role of the CDO. Among the sample of the
large majority reported that they did not have a staff to work with, other than administrative
support staff. While the UNA system has a goal the President of each campus has the planning
authority for the campus strategy. There are a number of actors which might contribute to a
singular individual in an office serving the campus population.
An earlier indicator under motivation influences, some CDOs reported functioning in a
resource restricted environment. Others mentioned being the inaugural role at their campus. The
result of this was a backlog of complaints in a number of different categories such as bias. A
trend listing incivility cases was prevalent. Cases which led to investigations to be conducted by
the CDO can cause time constraints and lead to potential gaps in other campus endeavors. The
larger population of CDOs interviewed also mentioned a focus of developing programming
related to microaggressions. It is important to consider that COIL influences perspective taking
and cultural pluralism which can aid in awareness building around cultural sensitivity.
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Figure 4. CDO perspectives on support by campus administration to expand programming for
diversity, equity and inclusion.

Organization Influence 2: The Individual Campus Needs to Have a Culture of Trust
Between administration and the Faculty in Order to Achieve the Institutional Goal of
Integrating Intercultural Competency Building Through Collaborative Online
International Learning Into Teaching
Based on the interviews, faculty who are members of the campus diversity committee
appear to be actively engaged and motivated. There is limited information about faculty
motivations on the campus level. There is limited information about faculty motivations on the
campus level. Feelings of support and faculty engagement was mentioned. It was noted by one
CDO that there are substantial efforts made by the CDO to engage the community. Other
findings include a heavy reliance on campus faculty for resources and access to guest speakers to
engage the campus on diverse themes. A small sample of the population interviewed
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emphasized a divide among faculty and administration. Challenges with program planning that
meet the needs of students and the interest of faculty were met with constraints. As the CDO is
in most case a single person office, relationship building is a critical skill.
Organizational Influence 3: Campus Leadership Need to Provide Faculty Enough Time
From Their Non-Teaching Responsibilities to Revise Their Course Syllabi to Integrate
COIL Courses Into Their Courses
Organizational influences that were provided included retention rates of Presidents and
other Senior Administrators. Other organizational influences revealed by the data include
significant challenges with incivility, multicultural offices in some cases which provide
programming for students. Challenges with diversity committees which may have thirty (30)
individuals on the committee. This might present issues of social loafing. Other feels related to
the diversity council include the notion that the committee is intended to advise the CDO rather
than for the CDO to utilize the committee structure as its operational arm.
Turnovers of CDOs due to retirement and other factors. Participants in the research also
remarked that there is an added benefit to the diversity committees as it provides a level of
institutional memory. In many cases, the diversity committee pre-dates the CDO at the campus
level, with regard to inclusion. Note that inclusion was considered in some cases, the most
difficult piece by a sample of the CDOs and that in some other cases the approval to be a low
motivation for inclusion strategy by the CDO.

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Table 7
Assumed Organizational Needs
Organizational
Influence
Category
Assumed Organizational Needs

Validated
Cultural
Model
Influence 1
The university system needs to cultivate a culture among
college presidents within the UNA system that global
engagement is a priority for campus-level implementation
and internationalization.

Cultural
Model
Influence 2
The individual campus needs to have a culture of trust
between administration and the faculty in order to achieve
the institutional goal of integrating intercultural competency
building through collaborative online international learning
into teaching.

Cultural
Setting
Influence 1
Campus leadership need to provide faculty enough time
from their non-teaching responsibilities to revise their
course syllabi to integrate COIL courses into their courses.

Cultural
Setting
Influence 2
The University needs to provide effective role models
within the institution who have integrated the COIL
modality into courses.

The following chapter five will contain the recommendations to the UNA COIL Center in
support of its system wide CDOs to increase the number of COIL courses offered on each
campus, to provide/increase intercultural competency training among faculty, staff and students
and to provide reinforce the importance of digital equity and inclusion among students.
Conclusions
COIL provides a method for global engagement through coursework, collaboration and
problem solving. Through information communication technology (ICT), collaborative and
reciprocal learning experiences have increased perspective taking and context dependent
problem-solving skills among faculty and student participants in higher education. According to
Clark & Estes (2008) education is current-research based knowledge about why things and what
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causes things to happen, most of what is learned is based on context. CDOs as a key stakeholder
in the practice of virtual exchange courses which generate learning opportunities for student
participants to engage interculturally, develop a lens of intercultural competency, provide
opportunities for digital inclusivity and to address the development of 21st century skills with the
expected outcome for global engagement.
Virtual exchange programs provide global experiences which help to address issues with
global mobility. The CDO as a critical stakeholder has the opportunity as an executive leader to
influence policy, to provide trainings and to use the platform afforded to the office to increase
other stakeholders on each university campus, to include the faculty, Provost and Senior
International Officer. The findings of this research included the use of committee structures and
advisory boards to execute programming to reach students, faculty and staff at each location
within the UNA system. Findings also included that campuses are still utilizing programming to
generate awareness around differences. These courses include influential academic discourse on
a wide variety of themes pertaining to current events – much having to do with the aftermath of a
divided society in a post-civil rights era. Many CDOs are charged with the responsibility of
oversight on compliance for Americans with Disabilities Act (ADA), Titles VI, VII, and Title IX
oversight. Policies on civility are providing protections against bias and discrimination are under
the purview of the and the CDO. UNA Policies on diversity equity and inclusion support that
this as an important piece of their work. According to NADOHE (2014), CDOs have a role for
international student integration. The CDO also influences initiatives which promote
intercultural competency, perspective taking and thematic trainings that enrich human centered
learning. The recommendations from the findings from the study will assist with the exploration
of developments in staff support, global engagement and program administration, to assemble
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comprehensive resources. As a result, the findings will speak to a range of factors such as
organizational leadership, program administrators, advisors, students and coordinators.
As of Fall 2018, 27.2 percent of UNA students are underrepresented minorities (URM),
up from 26.5 percent in 2017, and 15.4 percent in 2007. Compared with 37.6 percent overall
(SUNY, 2019). Digital inclusion limitations in access to 21st century skill development through
educational opportunity produce long-term economic disparity (Schwab, 2016). With a goal to
increase the population of URM within the UNA system, strategies for inclusive excellence may
need to strengthen and incorporate intercultural and global awareness. Through these diversity
initiatives offered by the UNA system, this dissertation earlier suggested that the campus level
CDO may need to have a role to facilitate the increase of COIL courses at their respective
institutions.

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CHAPTER FIVE: RECOMMENDATIONS, IMPLEMENTATION AND EVALUATION
The Clark and Estes organizational capacity analysis model was used as an innovation
study to serve the UNA Center for COIL and its goal to increase the number of virtual exchange
courses offered throughout the UNA system at each individual campus. This dissertation
examined the role of the CDO to facilitate this goal and to align with strategic initiatives to
support campuses with successful diversity programs and to further develop and expand upon
them; to create synergy between academic excellence and diversity through a variety of targeted
programs (SUNY, 2019).
The University of New Amsterdam is responsible for 64 campuses with a mission to
provide systematic high quality, equitable global learning opportunities. Serving more than 1.4
million students annually, the university network will benefit from a standardized plan to utilize
existing campus structures to provide strategy and resources for CDOs to introduce, partner and
expand the presence of COIL courses on their respective campuses. The results from Chapter 4
indicated a lack of awareness among the stakeholder population about COIL courses or virtual
exchange. 54% of CDOs at the campus were unfamiliar with COIL as a co-curricular method for
intellectual diversity and global awareness. Lack of knowledge presents a felt need. The
benefits of COIL courses provide intercultural opportunities for peers to engage across borders
through integrated and collaborative coursework. This chapter contains recommendations to
achieve the presence and visibility of COIL within UNA and is divided into four sections;
recommendations, an implementation and evaluation plan with considerations for further
research.
At the time of this dissertation, the number of participating UNA campuses is 27. The
Center for COIL has experienced challenges with scaling its programs on UNA campuses to
provide opportunities for dual partner engagement among UNA and international universities.
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Campus level CDOs submitted a strategic plan to the system wide Vice Chancellor for
diversity, equity and inclusion in accordance with 2016 guidelines. Assessment and impact of
programming on each university campus within the UNA system is ongoing which offers an
opportunity to include goals for global engagement and digital inclusion. Preliminary strategies
are to increase awareness; modify institutional definitions and operations; and to provide a road
map to CDOs to achieve the overarching goal of the Center for COIL to increase the number of
COIL courses that are implemented on each UNA campus. At present, the strategic priorities
rest with the university president with influence from senior advisers to support systematic
change about the priorities for each campus. A campaign to address the importance of global
engagement through applied learning initiatives can be significant with guidance by adhering to
systemness priorities. The mission of the Center for COIL is to develop and devote resources to
make COIL available for all students (SUNY COIL, 2018). Part of these challenges have been
identified as a lack of understanding about COIL among several stakeholder groups at each
campus, the purpose of these courses and the role of engaging multiple stakeholder populations
in campus-level facilitation. A goal of the Center for COIL is to reach 90% participation among
UNA campuses to increase the reach of programming and to provide access and opportunity for
intercultural competency and mutual understanding among its students and international peers. It
further emphasized digital inclusion to provide opportunities for underrepresented minority
groups, access to global engagement and digital literacy.
The University of New Amsterdam Center for COIL will serve the CDO on each campus
as the center strategically plans to increase the impact of this modality. The CDO, has the
opportunity as an executive leader to influence policy, to provide trainings to campus
stakeholders which might be needed to successfully support and implement COIL courses.
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The CDO also influences initiatives which promote intercultural competency, perspective
taking and thematic trainings that enrich human centered learning. The recommendations from
the findings of this research, explore developments in staff support to increase co-curricular
activities such as COIL at participating and non-participating campuses. It will also examine
global engagement and program administration to assemble comprehensive resources to increase
the number of COIL courses that are offered within the UNA network. Goals create value and
awareness to orient actionable tasks for attainment (Dembo & Seli, 2016).
There is a need to provide educational training to CDOs on COIL, the benefits and the
policy areas which may need to be considered once these courses expand at each campus. More
than 50% of participants in the study were unfamiliar with virtual exchange programs, and/or
unaware that the courses were implemented on the campus. A notable theme among CDOs who
were familiar with COIL, was that it was a method purely for internationalization which
belonged to international departments. Some participants stated that they were constrained by
time to focus on international endeavors given the large responsibility of managing the tasks
associated with a CDO. The perspective of the research comes from the Center for COIL within
the University of New Amsterdam with the goal of increasing the number of COIL courses that
are offered throughout the university system. This innovation study is intended to bridge gaps
among the knowledge, motivation and organizational influences among the CDO and its
operational branch; the campus level diversity, equity and inclusion advisory committee.
Utilizing the committee structure of a campus level CDO, information about COIL course
offerings can be richly disseminated. According to Clark & Estes (2008), a desirable and
practical approach is to use an advisory committee consisting of managers from different
departments. Their participation will give them a feeling of ownership and will probably increase
the chances of their creating a climate that encourages change in behavior.
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The following strategies are a multi-pronged method to engage the stakeholder
population to increase the number of COIL courses which are offered at each campus within the
university system.
Strategy 1: Communications plan to provide knowledge and increase awareness of
campus level CDO; to provide materials for distribution among senior administrators and
members of campus level diversity committee.
Strategy 2: Redefine institutional operational definitions of strategic diversity priorities
for global engagement at the system level.
Strategy 3: Disseminate guidance for UNA presidents to adapt global engagement
through COIL to be included in strategic planning as a focus area under diversity, equity and
inclusion.
The Center for COIL has experienced challenges with scaling its programs on UNA
campuses to provide opportunities for dual partner engagement among UNA and international
universities. At present, the decision rests with the university president with influence from
senior advisers to support systematic change, however, a strategy can be overridden based on the
priorities of the campus level President. The mission of the organization is to develop and devote
resources to make COIL available for all students (SUNY COIL, 2018). These objectives are in
alignment with UNA’s goals for diversity, equity and inclusion and its educational mission.
Below is the UNA Office of Diversity, Equity and Inclusion Vision Statement:
“ODEI is responsible for devising and implementing a range of programs to promote the
diversity of UNA’s human resources. The office promotes the integration of diversity-related
instruction and research into ongoing UNA system-wide initiatives to enhance academic
excellence. ODEI partners with baccalaureate, doctoral degree granting institutions and
community colleges to achieve the holistic integration of New Amsterdam’s underrepresented
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and economically disadvantaged populations into the academic culture of higher education.
Through its various initiatives, ODEI strengthens UNA’s ability to create a learning environment
needed to develop the extraordinary leaders who will succeed in an increasingly culturally
diverse and globalized society” (SUNY, 2019).
Part of these challenges have been identified as a lack of understanding about COIL
courses, their purpose and the role of multiple stakeholder groups in campus-level facilitation.
A goal of the center is to reach 90% participation among UNA schools to increase the reach of
programming and to provide access and opportunity for intercultural competency and mutual
understanding among its students and international peers. It further emphasized digital inclusion
to provide to underrepresented minority groups for access to global engagement and skills for
digital literacy.
Strategy 1: Communications Plan to Provide Knowledge and Increase Awareness of
Campus Level CDO; to Provide Materials for Distribution Among Senior Administrators
and Members of Campus Level Diversity Committee
The Center for COIL will need to provide information and strategic talking points on
virtual exchange programs, highlight achievable outcomes for distribution and communications.
A press kit with an infographic to illustrate how COIL courses align with diversity initiatives,
specifically digital inclusion and 21
st
century skill development should be created. The
communication plan includes a digital communications strategy with brief explainer videos –
accessible on the COIL website and widely distributed among the COIL network. A one-time
campus visit to build relationships with campus stakeholders to include the CDO, provost,
applied learning director, chair of diversity, equity and inclusion advisory committee, distance
learning director and campus COIL Coordinator would allow conversations to be held to
generate awareness of the individuals needed to participate in the implementation of the
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innovative courses. The intention for the discussion is to bridge silos on – campus and to
generate awareness among the areas where campus offices intersect. Institutional advancement
and institutional research are also potential stakeholders to participate in the discussion.
Strategy 2: Redefine Institutional Operational Definitions of Strategic Diversity Priorities
for Global Engagement at the System Level
The UNA system operates with a central administration which provides guidance through policy
and strategy to its 64-campus network. While campus stakeholders are involved in the process
of strategic planning and implementation, the finalization and meta level approach comes from
the system level Administration. Many of the strategic plans that were analyzed in the document
analysis process adhered to the national standards set forth by NADHOE. A standard including
assistance with international student integration on individual campuses was a thematic area in
the strategic plans submitted to the system level Vice Chancellor for diversity, equity and
inclusion. Within the UNA policies for diversity, equity and inclusion are clear definitions about
its meaning. In context with global engagement – information communication technology in
courses to include virtual exchange programs are an innovative method for generating global
awareness and collaborative problem solving. Adding definitions to include digital inclusion
may steer future planning for digital oversight. The charge for CDOs within the context of
federally mandated policies as Title IX govern students for any university engagement. Whether
digital inclusivity is added to the list of definitions and terms for global engagement and
diversity initiatives, the increase of online learning may present areas where students are affected
by discrimination, gender bias or sexual misconduct. According to the Fourth Industrial
Revolution (2016) in comparison with the UNESCO World Declaration on Higher Education
(1998), digital presence, digital engagement and virtual higher education are inevitable. Policy
development on these thematic areas is imminent by higher education institutions.
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Since the initial world declaration on higher education, the United Nations has designed
the sustainable development goals (SDGs) which came in response to the outcomes of
Millennium Development Goals reassessed in 2015.
“SDG Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills
needed to promote sustainable development, including, among others, through education for
sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non‐ violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development (UNESCO, 2019).”
Strategy 3: Disseminate Guidance for UNA Presidents to Adapt Global Engagement
Through Collaborative Online International Learning (COIL) to be Included in Strategic
Planning as a Focus Area Under Diversity, Equity and Inclusion
Observations include gaps where senior administration as the President may be interested
to support global engagement. Vice Presidents in institutional advancement, institutional
research governing other departmental areas may not see the value in COIL course
implementation.
According to Anderson (2008), when conjoined with more traditional academic and co-curricular
outcomes, diversity outcomes are more powerful in supporting the vision of a learning-centered
institution and is how excellence and the competitive edge will be defined in the 21st Century.
Implementation Plan
Beyond educating the CDO on intersection of COIL and diversity, equity and inclusion
within the UNA system is to engage the campus level diversity council. The action step to
follow is to prepare and provide guidance on the role of subcommittee on global engagement
with suggested participants.
COIL Coordinators to serve on DEI Council
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To prepare guidance and job description for existing COIL Coordinator roles. Recommended
that COIL Coordinator be an appointed position or one that is applied for with distinction by the
CDO as part of the diversity committee. Serving on the committee provides consistent updates to
the committee about global engagement. Guidance will serve as a job aid to generate
understanding and to incorporate measurable goals.
Representative from Advisory Council to serve on International Ed Committee
A representative from the sub-committee on global engagement will serve as a member (ex-
officio) to the international education committee to update and request for faculty participation in
sharing the information about COIL courses. This method of faculty engagement also provides a
level ownership. There is research to support that grassroots faculty participation provides a high
level of success. That research will be incorporated in this section.
International Education Committee
On many campuses, the international education committee is a governance committee
with rights to speak at a governance meeting. A report on international education programs can
be given to all faculty and will be incorporated into the minutes of each meeting. This will
provide institutional memory about COIL as an initiative on campus which will provide
information to future serving faculty on the international education committee.
Representative on Applied Learning Committee
On some campuses within the UNA system, COIL course can be registered for Applied
Learning credit which means that students who take a COIL course receive applied learning
credit toward graduation. Students receive a civic engagement badge (diversity badge, thematic
badge identified by the campus) for their participation in the COIL course. Faculty are required
to teach applied learning courses as an initiative through UNA, therefore it is an incentive to
increase the number of courses offered. The implementation of increased COIL courses also
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provides benefit to the college as it may count toward being awarded with a Carnegie
Classification for community development, diversity and civic engagement. It also brings with it
a HEED award which is a magazine that features campuses for their diversity initiatives. There
was an incentive by the former Vice Chancellor for Diversity, Equity and Inclusion for campuses
to work toward accomplishing a standard that would make the campus eligible for the HEED
award.
Limitations
This study focused on CDOs within the UNA system and their ability to increase the
number of COIL courses that are implemented on their campus. Response rates were low for the
key stakeholder group. Interviews recorded by telephone presented observational limitations.
This may have inhibited a level of trust between the research and the CDO with non-verbal
communications and a reassurance from the CDOs that the information recorded would not be
shared. The intersection of COIL and initiatives with diversity, equity and inclusion is not well
known among the campus level CDO which may help or hinder support for COIL course
implementation. The substantial responsibility of the CDO may also suggest that a CDO may
not be willing to be included in the process of program implementation with COIL
programming.
Evaluation Plan
Kirkpatrick and Kirkpatrick (2006) offer four methods for evaluation; reaction, learning,
behavior change and results. The CDO is a change management agent and therefore a strategic
stakeholder to implement the recommended strategies with full materials and resource support by
the UNA Center for COIL. Evaluation is an important factor toward the successful
implementation of a program or strategy. Three reasons for evaluation include; how to improve
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future programs, to determine whether a program should be continued or dropped, the third
reason is to justify the existence of a training department (Kirkpatrick and Kirkpatrick, 2006).
Level 1: Reaction
According to Kirkpatrick (2006), level 1 assessment focuses on reactions. The
communications strategy will inspire a reaction among CDOs within the UNA network. A
workshop will be made at an annual conference with the full sample of CDOs throughout the
university network. The number of CDOs who choose to participate in this workshop is worth
examining to measure a reaction. A survey after the workshop will be disseminated to learn
more about the reactions of CDOs and their interests for leveraging COIL as a method to
integrate into strategic diversity initiatives at their campus. There are pre and posttests which
measure a cognitive shift among student perspectives.
Level 2: Learning
Level 2 evaluation (Kirkpatrick, 2006) measures learning outcomes or the change in
knowledge. Assessment of learning can be measured by reviewing the updated strategic plans at
each institution through a control group. The attitudes about the use of the COIL modality can be
examined. Gaps where the Center for COIL could benefit are to provide deeper levels of
assessment on faculty/staff learning and ability to implement the programs.
Level 3: Behavior
At the campus level, the diversity committee will provide the resources for faculty
members to participate in this program, a workshop was held to provide the skills and resources
needed to collaborate with each other interculturally, technologically and enthusiastically to
address student needs. Emphasis on course design and student impact was discussed during the
multi-day training/retreat. Faculty engaged in dialogue and collaborative partnership similar to
the method that students will engage in their classrooms. Skills transfer would be evaluated with
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a survey to examine the impact of this strategy to increase COIL courses offered. CDOs will
adapt the language related to intercultural competency through digital methods. Automaticity of
engaging in dialogue around COIL as a strategic diversity priority will become common
language.
Level 4: Results
Organizational influences may prevent faculty from continuing to create and participate
with virtual exchange. CDOs and the campus level subcommittee will actively take ownership
over the increase in COIL courses facilitated at their institution. The CDOs will then determine
the training needs and proceed to influence the use of COIL and ICT for global engagement
through diversity, equity and inclusion strategy.
Conclusions
Through information communication technology (ICT), collaborative and reciprocal
learning experiences have increased perspective taking and context dependent problem-solving
skills among faculty and student participants in higher education. Virtual exchange courses
provide global experiences which help to address constraints and limitations with global mobility
among the student population. Within the sphere of higher education, the UNA has become a
leader in facilitating virtual exchange programs and has sought to influence policy and
curriculum about student engagement through teaching and learning with ICT. As an innovative
teaching practice that is gaining wider spread momentum, a variety of methods have been
adapted by institutions globally. Outcomes from each COIL experience vary as has the language
around virtual exchange and COIL increases. It is important to note that the UNA offers
oversight on a comprehensive campus network of 64 campuses. The Center for COIL offers
guidance to the wider campus network and a global partner network. The language around and
general understanding among partnering institutions is an important factor to consider for
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successful COIL courses to be implemented throughout the large university system. To facilitate
this, the UNA COIL Center offers guidance, training, networking and research in the sphere of
virtual exchange. The CDO is the catalyst to see the increase of COIL courses through.
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REFLECTION
The journey of this dissertation has been an adventure. Originally, the intention for the study was
to incorporate emerging technology, specifically virtual and augmented realities into curriculum
for a non-profit that serves students in K-12 schools. Providing simulated environments creates
experiential learning opportunities which may administer country and cultural context when
engaging with individuals from the world. Diversity in the United States is often framed by race,
ability, status and orientation in a geographical context which is limited in representation.
Diversity is the depiction of the world beyond the critical lens. How can education provide
experiences for students in isolated and rural areas about the world? Education is the catalyst that
affords such opportunity, for students to learn the life skills that are so important to thrive as the
world grows more intimately connected. My deepest beliefs hold that every school should have a
partner school. To connect on a human level with a neighbor on a distant or not so distant plain is
important for a world that continues to break down boundaries virtually while physical
boundaries continue to manifest themselves. The need for critical thinking skills and context for
engaging in a virtual world that has few boundaries for engagement is best served in the
classroom. Within this study are key predictors of the World Economic Forum (2016) which
measure the rate of increase in mobile technologies among the world’s population. In 2016, the
rate of connectivity was 46% and it is estimated that by 2025 the world will be connected at
96%. This rate of world engagement is unknown and has the potential to be shaped positively if
addressed proactively. Key political figures influence dialogue through social media, a method
unlikely to be reversed. Digital presence provides the channels for enriching opportunities
including income generation to provide basic needs. Social entrepreneurs bridge the gap to
remote locations impoverished with limited job opportunities by extending training and remote
working opportunities that were not previously available. What was unique about a nation’s
THE CHIEF DIVERSITY OFFICER IN VIRTUAL EXCHANGE 104

history has been curated and duplicated by large companies which have molded cities with
common infrastructure. Though broad, commerce and opportunity continue to prove that cities
have evolved to appear more commonly designed. This may appear to be true for those who have
access to be physically present by visiting another country, however, the evidence of this is
unknown by those who exist in locations that are challenged by the ease of mobility whether by
interest or socio-economic status. Challenges with global mobility will not curve the rate at
which global engagement will occur. The rate of globalization has increased exponentially since
the start of the new millennium – the classification for this has been defined as the fourth
industrial revolution.
Research has proven that empathy is learnable. The four characteristics of the fourth industrial
revolution are contextual, emotional, inspirational and physical. The ability to understand and
decide within context, the ability to relate to one another on a human level, the feeling of being
motivated to do something and the ability to do it. Though empathy may be one component of
the fourth industrial revolution intelligence types, virtual exchange programs provide the
opportunity to meet all four criteria by creating the conditions to simulate context, trigger
emotional perspectives, and generate an emotion. The physical aspect as it applies, is the
capacity to do something. In parallel to the fourth industrial revolution exists the Clark & Estes
gap analysis model which examines knowledge, motivation and organizational influences.
Represented as the fourth industrial revolution is knowledge as context, emotional and
inspirational as motivation and physical as the organizational capacity to achieve a goal. Though
likely unintended to mirror one another, there is a relevant correlation among these traits. The
nature of the Clark & Estes organizational capacity analysis is to diagnose areas which can be
highlighted or improved upon, examining the knowledge, motivation and organizational
influences which may help or hinder a stakeholder from achieving its goal, the orientation of
THE CHIEF DIVERSITY OFFICER IN VIRTUAL EXCHANGE 105

which is important. Since signing on to conduct this research, many lessons have been learned
about the constraints facing the educational systems around the world. Many more lessons have
confirmed what is possible with collaboration and information sharing. Digital literacy, context
and collaboration are important skills to thrive in the professional sphere and in the digital arena.
Innovation can be stifled by agenda as can educational infrastructure and more. While this
dissertation is focused on a U.S. public higher education system, the impact of the study affects
the international sphere due to the very nature of cross-border education. With experience as an
educational administrator, it was surprising during the process to experience the narrow sliver of
what could be addressed in a research study to provide reasonable and actionable solutions. How
can innovations be implemented when there are unresolved challenges in the thematic areas that
help organizations to operate? Addressing infrastructure prior to implementing a new innovation
is critical.

Abstract (if available)

Abstract Virtual Exchange programs provide a method for global engagement. Through information communication technology (ICT), collaborative and reciprocal learning experiences have increased perspective taking and context dependent problem-solving skills among faculty and student participants in higher education. The aim of this thematic dissertation was to synthesize the assets and tactics used by The University of New Amsterdam Center for Collaborative Online International Learning (UNA COIL), as the center strategically plans to increase the number of campuses which participate in COIL course facilitation. This study focused on the role of the chief diversity officer as a key stakeholder in the implementation of virtual exchange programs and explored developments in staff support, global engagement and program administration, to assemble comprehensive resources. As a result, the findings speak to a range of actors such as organizational leadership, program administrators, advisors, students and coordinators. Access and inclusion for global engagement is an important consideration for higher education institutions in developing students for the 21st century workforce including the digital, knowledge and gig economies.

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Asset Metadata

Creator Thomas, Andrea Elaina (author)

Core Title The role of the chief diversity officer in virtual exchange

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 08/16/2019

Defense Date 07/17/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills in higher education,chief diversity officer in global engagement,coil,COIL Center,digital inclusion,empathy building,global citizenship,global education,information communication technology,OAI-PMH Harvest,virtual engagement,virtual exchange

Format application/pdf (imt)

Language English

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Advisor Filback, Robert (committee chair), Chung, Ruth (committee member), Maddox, Anthony (committee member)

Creator Email andrea.e.thomas@gmail.com,andreaet@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-211568

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Document Type Dissertation

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