Community College Internationalization:Faculty Perspectives and Practices
By: Connie Patricia Watson
Published: 05/21/2014
Uploaded: 01/11/2018
Uploaded by: Pocket Masters
Pockets: 2014 (May) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: Colleges, development, Education, faculty, global, Internationalization

Description/Abstract: Globalization has changed the way we live, learn, and work. It is a process that challenges traditional norms and broadens the idea of citizenship including a focus on social change and global interconnectedness (Weldon et al., 2011). Therefore, it is easy to understand the need to integrate globalization into tertiary education in America. Many U.S. colleges and universities are working to internationalize their campuses (Childress, 2010; Garcia, 2010; Hunter, 2004). However, internationalization seems to be conceptualized and applied differently depending on the type of academic institution, its mission and strategic priorities, and its stakeholders (Gopal, 2011).

Furthermore, community college internationalization efforts lag behind those of four-year colleges and universities (Green, 2007; Green & Siaya, 2005; O'Connor, 2009). In successful examples of community college internationalization efforts (NAFSA, 2008, 2010, 2013), faculty engagement is key (Dewey & Duff, 2009; Green & Siaya, 2005; O'Connor, 2009). This research examines what faculty do to internationalize their practice and what influenced them to engage in this work.

The research questions for this study centered around investigating how faculty understand, describe, and practice internationalization, exploring how community college faculty became engaged in the process of internationalizing their practice (teaching, research, & service), and describing the influence of the organizational environment on faculty work. Twenty-three community college faculty were interviewed along with four administrators/leaders from two colleges that have been nationally recognized through NAFSA. Interview data, a Pre-Interview Inventory, field notes and memos, and critical documents were analyzed. A Global Educator Framework was created based on the findings.

The findings suggest that early life experiences influence later faculty global practice. Faculty have varied understandings of internationalization; however, there is some agreement about the concept which includes the ideas of: interconnectedness, ethnorelativism, and global consciousness. The data disclosed that teaching was the most prevalent way faculty globalized their work, followed by research and service (to the college and community). Furthermore, the data revealed that organizational barriers and supports can have a major impact on faculty success. Lastly, it was found that faculty had a strong focus on student outcomes for global education