Faculty Member Engagement in Canadian University Internationalization

Abstract

Faculty members are key agents in the institutional internationalization process within Canadian higher education. In the growing volumes of literature on internationalization, however, few authors consider how faculty members perceive their role in this process. In this study I take a phenomenological research approach to explore the understanding and motivations of five Canadian faculty members toward their involvement in institutional internationalization strategies. Using de Wit’s (2002) internationalization rationale framework, I compare faculty motivations for engaging internationally with institutional positions on internationalization as articulated in strategic planning documents. Results indicate a range of faculty member engagement in the institutional internationalization process related to the alignment of personal motivations with institutional rationales. Recommendations are offered to assist in devising institutional internationalization strategies that are relevant and meaningful for faculty members and are therefore more likely to engage these key actors in the higher education internationalization process.