FACULTY LEADERSHIP EFFECTS ON INTERNATIONALIZATION OF CURRICULUM: AN EXPLORATION OF A UNIVERSITY PHENOMENON

Abstract

This study provides and delivers by notifying the glocal leadership approaches that faculty apply and exploit when internationalizing and integrating their curriculum to enable students to acquire glocal skills and capabilities. The study also made use of phenomenological processes to identify, acknowledge, and derive meaning from the faculty perceptions to value when internationalizing their curriculum. We elucidate how faculty transfer knowledge during classroom activities and various curriculum subject matters utilized to internationalize in classroom situations. Also, we used purposive sampling and snowballing with sample size grounded on the size of the sample, whereas the selection of participants comprised a purposeful selection of sixteen (16) faculty members. An open coding technique was used to recognize occasions in which interviewees’ perceived faculty glocal leadership skills positively affect internationalizing their curriculum. We implement a phenomenological qualitative single-case approach through individual interviews with open-ended questionnaires and document analysis to collect data. The sample engrossed only the tenured track and instructional faculty in internationalizing glocal leadership contents. Findings exposed that all participants described and clarified the ways they integrate diverse methods and pedagogies into their curriculum to impart to students. It also emphasizes how they reveal their experience through global-local practices and take advantage of available opportunities to make students obtain global-local experiences to augment internationalization.