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

Calikoglu A., Lee J. J., ARSLAN H.

JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION, vol.26, no.1, pp.61-79, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 26 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.1177/1028315320963508
  • Journal Name: JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, International Bibliography of Social Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
  • Page Numbers: pp.61-79
  • Keywords: barriers to internationalization, delta cycle for internationalization, faculty internationalization, globalization, rationales for internationalization, strategies for internationalization
  • Çanakkale Onsekiz Mart University Affiliated: Yes

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 of the expected higher education goals, understanding their perspectives toward 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 for a consensus between faculty perspectives and institutional priorities. Recommendations are made to improve faculty engagement in internationalization.