Faculty International Engagement: Examining Rationales, Strategies, and Barriers in Institutional Settings

Autor/inn/en	Calikoglu, Alper; Lee, Jenny J.; Arslan, Hasan
Titel	Faculty International Engagement: Examining Rationales, Strategies, and Barriers in Institutional Settings
Quelle	In: Journal of Studies in International Education, 26 (2022) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calikoglu, Alper)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315320963508
Schlagwörter	College Faculty; Research Universities; Barriers; Phenomenology; Teacher Attitudes; College Administration; Teacher Role; International Cooperation; Administrator Role; International Education; Administrator Attitudes; Schools of Education; Sustainability; State Universities; Strategic Planning + Suchen Sie Ihr Suchwort? Fakultät; Forschungseinrichtung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; College administrators; Hochschulverwaltung; Lehrerrolle; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Erziehung; Erziehungswissenschaftliche Fakultät; Nachhaltigkeit; Staatliche Universität; Strategy; Planning; Strategie; Planung
Abstract	The dramatic expansion of the international dimension in higher education has incited broadened and diverse interpretations of internationalization. As faculty members are integral in achieving many expected higher education goals, understanding their perspectives on the internationalization process is critical. Administrative leaders also play a vital role in influencing the conditions of internationalization and working alongside the faculty. Addressing the rationales, strategies, and barriers encountered, our study seeks to provide a comprehensive understanding of faculty internationalization. Employing a phenomenological design, we interviewed 22 participants, including central administrators of two public research universities and both faculty and administrative leaders of these universities' colleges of education. Revealing diverse rationales, strategies, and barriers, our findings confirm faculty's initiator and maintainer roles in operationalizing internationalization. Our study also corroborates the need for sustainable mechanisms and a consensus between faculty perspectives and institutional priorities. Recommendations are made to improve faculty engagement in internationalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01