Toward an Understanding of Global-Mindedness: Perceptions and Engagement of Faculty of Internationalization in a Post-Secondary Institution

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atmire.migration.oldid6071
dc.contributor.advisorGuo, Shibao
dc.contributor.advisorGroen, Janet
dc.contributor.advisorKim, Beaumie
dc.contributor.authorHeath, Pamela
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberShultz, Lynette
dc.date.accessioned2017-09-29T18:28:37Z
dc.date.available2017-09-29T18:28:37Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractInternationalization 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.en_US
dc.identifier.citationHeath, 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/28473en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28473
dc.identifier.urihttp://hdl.handle.net/11023/4178
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Adult and Continuing
dc.subject.otherInternationalization
dc.subject.otherFaculty role
dc.subject.otherGlobal-mindedness
dc.titleToward an Understanding of Global-Mindedness: Perceptions and Engagement of Faculty of Internationalization in a Post-Secondary Institution
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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