Toward an Understanding of Global-Mindedness: Perceptions and Engagement of Faculty of Internationalization in a Post-Secondary Institution
Abstract
Internationalization has become central to many post-secondary institutions. Strategies around internationalization tend to focus on recruiting international learners, developing partnerships, and expanding study abroad programs. Less attention has been paid to components, such as teaching practices, that can often be Eurocentric in their worldview. With changing demographics, and the desire of many post-secondary institutions to recruit more international learners to campuses, it is necessary to structure internationalization in a way that is ethical and promotes the engagement of faculty in order to create a globally-minded teaching and learning environment. Faculty engagement has been identified as an essential enabler for successful internationalization, yet their perceptions of internationalization and global-mindedness are not well documented. This single case study investigated the perceptions faculty have of internationalization and global-mindedness, and how these views influence their teaching practice and engagement in internationalization. The study was composed of 16 faculty from one post-secondary institution in Alberta. The data collection methods of one-on-one interviews, journaling and focus groups were used. The data were coded and organized into the topics of perceptions of internationalization, perceptions of global-mindedness, the role of faculty in internationalization, fostering global-mindedness in teaching practice and institutional readiness. This research revealed that faculty are not considering their role within a diverse classroom. The research also revealed that the institution has done little to provide direction to faculty either through institutional messaging, or training and support. This has left faculty to decide what they will, or will not, do. The lack of institutional direction is a barrier and is leading to frustration with, and resentment of, international learners by faculty. Recommendations are offered for institutional leadership, faculty and for further research possibilities. Given that the institution has a plan to recruit more international learners, the recommendations should be considered in order to ensure that both the institution and faculty are prepared for the opportunities and challenges internationalization will present.
Description
Keywords
Education--Adult and Continuing
Citation
Heath, P. (2017). Toward an Understanding of Global-Mindedness: Perceptions and Engagement of Faculty of Internationalization in a Post-Secondary Institution (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28473