Internationalization of education includes the policies and practices undertaken by academic systems and institutions-and even individuals-to cope with the global academic environment. The motivations for internationalization include 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 put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.
The higher education loan system across the world has witnessed two more interesting revolutions. The first is connected with the advent and use of computers in teaching and learning as well as research and the second is linked with communication revolution. Today, education transcends across the geographical boundaries. Besides, the structure and context of academic work also has undergone a 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 is an attempt to understand the role of teachers in 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 internationalization of higher education and their inclination to adapt the change.
Review of literature:
A growing number of papers and studies document the many ways in which the university experience of students, 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. Identities as academics are under constant challenge 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 participants’ 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 perspectives. Another 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 universities’ culture, institutional strategies, and practices in response to globalization.
Context of the study:
Political & educational context
Everyone recognizes that India has a serious higher education problem. Although India’s higher education system, with more than 13 million students, is the world’s third largest, it only educates around 12 per cent of the age group, well under China’s 27 per cent and half or more in middle-income countries. Thus, it is a challenge of providing access to India’s expanding population of young people and rapidly growing middle class. India also faces a serious quality problem – given that only a tiny proportion of the higher education sector can meet international standards. The justly famous Indian Institutes of Technology and the Institutes of Management, a few specialized schools such as the Tata Institute of Fundamental Research constitute tiny elite, as do one or two private institutions such as the Birla Institute of Technology and Science, and perhaps 100 top-rated undergraduate colleges. Almost all of India’s 480 public universities and more than 25,000 undergraduate colleges are, by international standards, mediocre at best. India has complex legal arrangements for reserving places in higher education to members of various disadvantaged population groups. Often setting aside up to half of the seats for such groups, places further stress on the system.
Welcoming foreign universities:
Indian education is a joint responsibility of the Central and State governments – and many States have differing approaches to higher education generally and to foreign involvement in particular. Some, such as Andhra Pradesh and Karnataka, have been quite interested. Other States such as West Bengal with its communist government may be more skeptical. And a few, such as Chhattisgarh have been known to sell access to university status to the highest bidders.
Significance of study:
The volatile situation in higher education system vis-à-vis internationalization of higher education creates many opportunities as well as challenges to the teachers of higher education. Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs have been undertaken. The present study considers this situation and makes an endeavor to understand the challenges faced or anticipated by the teaching faculty in the context of internalization of education.
Aims of the study:
The present study is aimed to understand and analyze the position of college teachers in general and those of working undergraduate colleges.
Excellence in education will require improvement in infrastructure, well-crafted courses, e-learning materials, access to laboratories, computational facilities and above all well-trained and highly motivated teachers. When asked about the availability of resources and opportunities for research, 78 per cent of the respondents opined that there are many bottlenecks. In most of the colleges, e-learning, internet facilities are not available. Even their college libraries mostly will have books useful for the undergraduate students rather than useful for further research by the teaching faculty. Most of the respondents felt that they are not exposed to the pedagogical methods acceptable internationally. Hence, their awareness about the teaching methods is not much. At the same time, they were not trained in teaching-learning process relevant for internationalized educational system while doing their post-graduation or pre-doctoral/doctoral level.
Higher education in India has entered into a new phase with the invasion of foreign universities and increasing aspirations of Indian students. This has created a need to revive the pedagogical methods. But the question still remains, whether the teaching faculty are ready to accept these changes or not? It is found in the present study that the teachers are ready to accept the challenges of global teaching. The need of the hour is to equip Indian teachers than permitting the foreign universities to establish their campuses in India. This requires a appropriate teacher education which can address the issue of organizational learning.
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