Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

Motivations of faculty engagement in internationalization: An agenda for future research

“…This notion that international experiences enhance students' psychosocial and cognitive skills echoes prior evidence suggesting positive associations between student engagement in active and educationally meaningful learning activities and success and development (Carini, Kuh, & Klein, 2006;Clarke, Flaherty, Wright, & McMillen, 2009;Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006;National Survey of Student Engagement, 2007). Furthermore, at the broadest level of analysis my findings corroborate existing research indicating that faculty embrace activities related to the scholarship of engagement (Boyer, 1990(Boyer, , 1996 including internationalization (Beatty, 2013;Friesen, 2013;Niehaus & Williams, 2016) and service learning (Abes et al, 2002;Darby & Newman, 2014;Hammond, 1994;O'Meara, 2008) to improve educational outcomes for students.…”

“…In this category I would also add professional learning; as the data revealed, international and intercultural experiences benefit participants' careers in intangible ways. Furthermore, as with previous research this study found that the lack of recognition and rewards and heavy time demands cause recalcitrance on the part of faculty toward activities with international dimensions (ACE, 2012;Beatty, 2013;Childress, 2010;Dewey & Duff, 2009;Niehaus & Williams, 2016;Nyangau, 2018;Siaya & Hayward, 2003). The data demonstrated that in light of the lack of incentives, faculty conceptualize and describe extrinsic rewards in the abstract.…”

“…As previously noted, criteria for tenure and promotion at the institution of study do not incorporate recognition and rewards for faculty activities with international dimensions. Accordingly, much as in prior research intrinsic rewards including enjoyment, personal fulfilment and satisfaction emerged as stronger motivators for international engagement (Beatty, 2013;Niehaus & Williams, 2016). In this category I would also add professional learning; as the data revealed, international and intercultural experiences benefit participants' careers in intangible ways.…”

Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia

“…Numerous studies have examined ways of promoting curriculum internationalisation among academic staff (Carroll and Ryan, 2007;Mak and Kennedy, 2012;Niehaus and Williams, 2015;Sawir, 2011). One argument is that employing staff with overseas experience may enhance international students' learning experiences, as these staff are more sensitive to the difficulties experienced by international students (Sawir, 2011).…”

“…One argument is that employing staff with overseas experience may enhance international students' learning experiences, as these staff are more sensitive to the difficulties experienced by international students (Sawir, 2011). Another argument is that a professional development programme could provide adequate support to academic staff in developing the knowledge, perspectives, and motivation to engage in curriculum transformation (Mak and Kennedy, 2012;Niehaus and Williams, 2015). Leask (2005) proposes a critical reflection approach, in which academics constantly reflect on the influence of their own culture and values on their teaching practices, and pursue active engagement with students from diverse cultural backgrounds.…”