Faculty Member Engagement in the Context of Internationalization at Home
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Faculty Member Engagement in the Context of Internationalization at Home at the University of Iceland: A Collective Case Study A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Casey J Dinger IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Dr. Gerald Fry, Advisor Dr. Deanne L. Magnusson, Advisor May 2018 © Casey J Dinger 2018 i Acknowledgements In the spirit of collaborative learning, there is no doubt that this dissertation was a joint effort. First and foremost, I thank the participants both for their willingness to be involved in this study as well as their patience and authenticity in the process. I would also like to thank my co-advisors Dr. Gerald Fry and Dr. Deanne Magnuson for their support through the process. Additional thanks to Dr. Christopher Johnstone for readily and enthusiastically stepping into the committee for the final defense. I offer deep gratitude to the final committee member, Dr. Ilene Alexander, for everything – but particularly your sustained insight into faculty development and learning. Another thank you goes to the 2011 cohort who provided stimulating conversation and a fair bit of humor. I would also like to acknowledge the support from colleagues and friends at the University of Denver, especially Mike Furno who provided insight on reframing methods, questions and data. Additional thanks to Dr. Liz Collier, Dr. Christina Paguyo, Tryggvi Thayer, and Guðrún Eysteinsdóttir for tangible and intangible support. Thanks also goes to Dr. Doug Allen and Dr. Luc Beaudoin who helped pilot interview questions. Finally, thank you to my entire family, especially my spouse Diana who was the companion, logical sounding board, first-reader and constant encourager. You spent many nights and weekends sitting with my while I toiled and I cannot thank you enough. ii Dedication Diana, my life is better in every way with you in it. iii Abstract Internationalization at Home (IaH) has been promoted as means to increase international and intercultural education on the home campus. Considering Iceland’s recent increases in immigration, such education is crucial not only for students and members of the academic community, but also for the populations in greater Iceland. This study examines faculty members’ engagement in the practices of IaH at the University of Iceland. Employing a collective case study methodology, this investigation includes multiple streams of data including interviews, documents, photographs and observation to understand the specific practices of IaH and subsequent development that stems from the participants’ engagement. A portrait of adult learning constructed from a variety of learning theories and concepts is used in interpreting growth from practices of IaH. Key findings indicate that participants understand IaH as a project of integrating cultural diversity in the campus community and that their role in IaH centers around fostering awareness of diversity through practices of teaching, research, building and maintaining networks and connecting with Icelandic society. Additionally, participants learn through this engagement, particularly through critical reflection, dialectical thinking and authenticity in teaching. This growth develops a more transformative internationalization for themselves and their institution. The findings are useful in understanding how IaH is enacted and has implications for supporting internationalization of faculty at the University of Iceland. iv Table of Contents Acknowledgements i Dedication ii Abstract iii List of Tables xi List of Figures xii Chapter I: Introduction 1 A Shifting Landscape 1 The Internationalization Imperative 3 Rationales for Internationalization in Europe 4 Goals of Internationalization 6 Faculty-centered approaches 7 Purpose of the Study 8 Research Questions 8 Conceptual Framework 9 Theoretical Framework 11 Significance to Iceland and the University of Iceland 14 Significance to the Literature 15 Key Definitions 16 Internationalization 16 Faculty member engagement 18 Intercultural competence 19 Chapter II: Review of the Literature 20 Introduction 20 Approaches to Internationalization 21 Internationalization at Home (IaH) 25 Perspectives on Faculty Members and Internationalization 32 Faculty members as key agents 33 Faculty understanding of internationalization 35 Faculty member motivation and participation in internationalization 37 v Faculty members as champions of internationalization 41 Barriers to involvement in internationalization 42 A Continuum of Internationalization Orientation 45 Faculty Development for a Transformative Orientation 50 Perspectives on Faculty Members and Learning 55 Mindset for learning 58 Adult cognition and capacities of thinking 59 Authenticity in teaching 61 The academic Self 63 Collaborative learning 64 Internationalizing as a learning process 66 Internationalization of the Academic Self 67 Summary 68 Chapter III: Methodology and Research Design 69 Constructivist Research Paradigm 69 Case Study Methodology 72 Approach to specific methods 73 Rationale for employing case study 73 Role of the Researcher 74 Ethical issues 77 Bounding the Study 78 Selecting the research site 78 Sampling the cases 79 Data Collection Methods 80 Interviews 81 Observation 83 Document analysis 85 Photographic documentation 86 Data Collection Procedures and Process 87 Steps to gain entry 87 Pre-site visit 88 Site visits 89 Post-site visit 91 Data Analysis Procedures 92 Verification Strategies 94 Credibility 94 Confirmability 96 Dependability 96 vi Transferability 97 The Written Report 97 Summary 99 Chapter IV: Contextual Data 100 National Perspectives 100 Immigration 100 Higher education 101 An Overview of the Institution 104 A Decade of Change 107 Global positioning 108 The international office 109 International access and alignment 110 Central support for international and diverse students 113 Programming and events 116 Policy and IaH 121 Research: working groups and centers 125 Teaching and curriculum 126 Support and practices regarding international staff 132 Situational Factors for IaH at UI 133 Impacts of the economic crisis to UI 134 Internationalized curriculum 140 Integrating international and domestic students 144 Hierarchy of equality. 147 Disconnect among champions of IaH 149 Language 151 Readiness to Embrace IaH 162 Summary 170 Chapter V: Participant Snapshots 171 Brynja 172 Formative experiences with difference 172 Motivation to engage in practices of IaH 175 Erla 176 Formative experiences with difference 177 Initial motivation to engage in practices of IaH 180 Eyrún 181 Formative experiences with difference 181 Initial motivation to engage in practices of IaH 184 Hanna 184 vii Formative experiences with difference 185 Initial motivation to engage in practices of IaH 187 Terry 188 Formative experiences with difference 189 Initial motivation to engage in practices of IaH 192 Summary 192 Chapter VI: Understanding and Practices of IaH 194 Understanding, Meaning and Faculty Members’ Roles 194 Conceptualizations of internationalization and IaH 195 Constructing the meaning of internationalization 195 Constructing the Meaning of IaH 201 Faculty Member Role in IaH 206 Including non-Western perspectives in teaching and curriculum 214 Additional understandings of role 217 Engaging in Practices of IaH 220 Teaching practices of IaH 220 Teaching practices of cognitive engagement 222 Including multiple and international perspectives 222 Fostering critical thinking around issues of multiculturalism or difference. 225 Fostering critical reflection about self, bias or assumptions 227 Helping students understand global connections 229 Teaching practices of experiential or affective learning 231 Using affective or experiential teaching methods 232 Encouraging active intercultural engagement 236 Teaching practices of course design 239 Using local events, experiences or culture 242 Using others’ individual experience or stories 243 Teaching practices of diversity and inclusion 247 Supporting and including non-dominant voices or identities 248 Incorporating immigrant issues. 252 Using multiple and diverse teaching methods and practices 254 Purposeful facilitation of interaction between diverse students 257 Summary for teaching practices of IaH 259 Practices of building and maintaining networks 260 Practices of connecting with Icelandic society 263 Practices of research 268 Challenges and Support 271 Burnout 272 Support 273 Strategies to Advance 276 viii Connect with colleagues 276 Increase and improve teaching 280 Connect with students 282 Engage the public 284 Increase attention to research 287 Meaning of Being Involved in Practices of IaH 290 Development and learning 290 Benefit to society 292 Personal fulfillment 295 Summary 297 Chapter VII: A Portrait of Adult Learning 298 Disposition Toward Growth and Development 299 Mindset for learning 299 Developing academic Self 303 Adult Cognition 307 Critical reflection 307 Thinking dialectically 314 Practical Logic 319 Knowing how we know what we know 324 Collaborative Learning 328 Instructors as learners 328 Learning from Students 330 Learning about craft of teaching 334 Communities of practice 338 Authenticity in Teaching 343 Summary 355 Chapter VIII: Conclusions, Implications and Recommendations 356 Overview of the Study 357 Exploring Engagement in IaH 358 Participants’ constructed understanding of internationalization and IaH 359 Participants’ constructed understanding of faculty members’ role in IaH 361 Enacting practices