Internationalization of the Academic Profession

Internationalization of higher education is defined
as the process of integrating an international or
intercultural dimension into the teaching, research
and service functions of an institution (Knight,
2004). Data collected from faculty at nine public
universities in Pennsylvania provide a descriptive
and correlational analysis that: explores faculty
attitudes, beliefs and experiences relating to
internationalization; reviews the extent to which
faculty incorporate an international perspective into
their teaching, research, and scholarship; determines
what relationships exist between faculty
characteristics, campus climate, and attitudes,
beliefs and behaviors; and examines patterns to
describe or predict faculty members orientation to
internationalization (Morris 1996). Data show that
important differences exist by faculty
characteristics and key relationships emerge.
Several research findings replicate findings from the
Carnegie Foundation for the Profession of Teaching s
Study of the International Academic Profession
(Altbach, 1996). Policy implications are provided
for different sectors interested in
internationalizing higher education.

Autorentext
Dr. Michele Schwietz received her PhD from the University of Pittsburgh, and her MA and BA from Indiana University of Pennsylvania, where she is employed as an Assistant Dean for Research. Michele completed an internship at IIE in Washington, D.C. and studied abroad in Spain and Mexico. Michele and her husband Jeff have three children.

Klappentext
Internationalization of higher education is defined as the process of integrating an international or intercultural dimension into the teaching, research and service functions of an institution (Knight, 2004). Data collected from faculty at nine public universities in Pennsylvania provide a descriptive and correlational analysis that: explores faculty attitudes, beliefs and experiences relating to internationalization; reviews the extent to which faculty incorporate an international perspective into their teaching, research, and scholarship; determines what relationships exist between faculty characteristics, campus climate, and attitudes, beliefs and behaviors; and examines patterns to describe or predict faculty members' orientation to internationalization (Morris 1996). Data show that important differences exist by faculty characteristics and key relationships emerge. Several research findings replicate findings from the Carnegie Foundation for the Profession of Teaching's Study of the International Academic Profession (Altbach, 1996). Policy implications are provided for different sectors interested in internationalizing higher education.