Internationalization in the community college sector serves many purposes that align with the local and national contexts in which an institution is situated. One method of assessing how international efforts have become institutionalized is through the analysis of internationalization plans. Prior research examining internationalization plans and agendas is centered on the four-year sector, and studies on the two-year sector and comparative studies are scarce. This article addresses that gap by analyzing four community college internationalization plans in the U.S. and Canada. We use the textual analysis tool, Voyant, to examine how internationalization is operationalized in these two national contexts. Our findings indicate that there is little emphasis on mobility and language programs, despite the presence of these internationalization strategies in institutional or national policies. The documents also show greater quantification of goals related to internationalization and lesser specificity regarding intercultural activities. Implications and recommendations for future research are offered.

社区学院部门的国际化服务于许多目的，这些目的与机构所在的地方和国家背景相一致。评估国际努力如何制度化的一种方法是通过分析国际化计划。先前审查国际化计划和议程的研究集中在四年制领域，而关于两年制领域的研究和比较研究很少。本文通过分析美国和加拿大的四个社区大学国际化计划来弥补这一差距。我们使用文本分析工具 Voyant 来研究国际化如何在这两个国家背景下运作。我们的研究结果表明，很少强调流动性和语言课程，尽管在机构或国家政策中存在这些国际化战略。这些文件还显示，与国际化相关的目标更加量化，而跨文化活动的具体性较低。提供了对未来研究的影响和建议。