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The institutional and personal factors which encourage or impede faculty participation in internationalized educational experiences
Dissertation   Open access

The institutional and personal factors which encourage or impede faculty participation in internationalized educational experiences

Gregory Warren Stewart
Doctor of Education (Ed.D.), Drexel University
Sep 2021
DOI:
https://doi.org/10.17918/00000672
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Abstract

Education, Higher--Administration Universities and colleges--Faculty Educators Global seminars International Education
Many colleges and universities emphasized a mission to promote global competency development of undergraduate students as a fundamental goal of the academy. The assertion of this research was: faculty global competency must be included in the equation of students attaining global competency. Global competency development by undergraduate students existed in classrooms where faculty imparted, in some format, a dimension of internationalism upon their students. This dissertation sought to examine the motivations and impediments existing for faculty participation. The central question here was: what institutional and/or personal factors encourage or impede faculty participation in international educational experiences? A phenomenological approach was employed to examine this question. The center of the study was a west coast university. The university had a robust internationalized education focus; many students and faculty participated in internationalized education. The action-oriented function of this research was to better understand the motivations or road-blocks for faculty participation in specifically global seminars. Based on the results of semi-structured interviews with five faculty members, solutions were presented to encourage higher faculty participation rates in global seminars.

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