The World Bank’s 1991 ‘World Development Report’ has made a fascinating observation that the scientific and technological progress and enhanced productivity in any nation have a close link with investment in human capital and the quality of the economic environment. However, scientific and technical capabilities are unevenly distributed in the world and are linked with the education system in a nation.
The 21st century has seen massive changes in higher education systems in terms of the complexity of the designs and its utility for converting education into an effective tool for social and economic changes. A fascinating relationship emerges among education, knowledge, conversion of knowledge into eligible entities from a trade point of view, wealth, and economy.
Internationalization of education includes the policies and practices undertaken by educational systems and institutions-and even individuals-to cope with the global academic environment. The motivations for internationalization have commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses
Cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been implemented as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the global higher education environment.
The higher education system across the world has witnessed two more interesting revolutions. The first is connected with the advent and use of computers in teaching, learning, and research, and the second is linked with the communication revolution. Today, education transcends geographical boundaries. Besides, the structure and context of academic work also have undergone tremendous change. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic’s everyday working environment.
The accomplishment of any educational change is linked with the readiness of teachers to implement new methods and innovative practices. The present paper attempts to understand the role of teachers in the internationalization of higher education in India. The focus of the present paper is to be acquainted with the challenges and opportunities for faculty in the context of the internationalization of higher education and their inclination to adopt the change.
Review of literature:
A growing number of papers and studies document the many ways in which the university experience of students, the academic and administrative staff has been radically transformed [Chandler & Clark 2001, Deem 2001]. Student diversity and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic’s everyday working environment. Academics are constantly challenged as academic staff take on multiple and often conflicting roles as consultants, researchers, teachers, counselors, and international marketers. Support for academics involved in international activities is scarce, and the central strategic control of resources with its demands for flexibility compromises the quality of academic life.
A qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. It also investigates how the learning productions of these experiences were transferred to the participant’s home country. Nine American female faculty and administrators who worked at universities in Arab countries in the Gulf region participated in
this study. The results suggest that the transformative learning of the female educators was reflected in three themes: changes in personal and professional attitudes, experiencing a new classroom environment that included different students’ learning style and unfamiliar classroom behavior and broadening of participants’ global stylesectivstranger study sought to assess how and why some higher education institutions have responded to
aspects of globalization and, in particular, how organizational culture influences universities’ responses to globalization. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalization at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universitmethodture, institutional strategies, and practices in response to globalization.
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