6. Faculty Understanding and Implementation of Internationalization and Global Citizenship

Abstract

This paper shares insights into how university faculty understand and integrate internationalization and global citizenship ideas into their pedagogical practices. The study worked with a broad base of faculty to come to an understanding of what it means for scholarship to embrace internationalization

Internationalization as a Moral Project

“…In studies, faculty have cited linguistic and cultural knowledge gaps in the classroom, developing new curriculum, increased workloads and time constraints as barriers to internationalization (Childress, 2010;Dewey & Duff, 2009;Vogel, 2015). If institutions do not "walk the talk" of their strategic plans by acknowledging these issues and providing needed resources, faculty may become cynical and disengaged (Dewey & Duff, 2009;Green & Whitsed, 2012;Hanson & McNeil, 2012). The willingness of faculty to engage in internationalization of teaching and learning is also bound to the status of teaching in the academy generally.…”

“…Finally, not all faculty concur with their institutions' visions of or mandates for internationalization. Some are ill-at-ease with the dominance of Western institutions and English as the lingua franca on the global higher education internationalization as a moral project Beijing International Review of Education 2 (2020) 590-610 playing field, regarding these as forms of neo-colonialism (Hanson & McNeil, 2012;Joseph, 2012). Others maintain a conviction that the principles of Western liberal education are valuable, and should be preserved (Vinther & Slethaug, 2015).…”

Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence

“…Five studies (Clifford, 2014; Hanson, 2012; Lilley, 2015b; Sperandio, 2010; Trede, 2013) published in seven papers (Clifford & Montgomery, 2014; Clifford & Montgomery, 2015; Hanson & McNeil, 2012; Lilley, Barker, & Harris, 2015b; Lilley, Barker, & Harris, 2016; Sperandio, 2010; Trede et al, 2013) were informed by academics or higher education experts. Three of these were conducted within a single institution using purposive sampling techniques (Hanson, 2012; Sperandio, 2010; Trede, 2013).…”