In diversification should be the prevailing wigwag ken

In the face of an
increasingly complex, global and competitive environment, internationalization
has become an important strategic priority for many countries, governments, and
higher education institutions, and the process has accelerated dramatically worldwide
(International Association of Universities, 2005; Murphy, 2007). Mestenhauser
(2005) has pointed out that there is broad agreement among scholars and
practitioners that internationalization is no longer a choice but has become an
urgent necessity. To attain this urgent necessity, the faculty members should
be one of the frontrunners of internationalization since they are the ones who
are responsible for educating the students. The comprehensible
contextualization of the geopolitical and geocultural interdisciplinarities of
faculty diversification should be the prevailing wigwag ken of cache of every
higher education institution if they are to pursue worldwide superiority in
educational competencies (Quitan, 2016). Worldwide, the top five reasons for internationalizing
an institution are, in order of importance, to improve student preparedness;
internationalize the curriculum; enhance the international profile of the
institution; strengthen research and knowledge production; and diversify its
faculty and staff (Marmolejo, 2010). This is clearly shown on the last reason
that the faculty should get involved in becoming internationalized.

According to the
Commission on Higher Education (CHED) in the Philippines, in the context of
globalization, higher education has been viewed increasingly as a crucial
factor for generating productive knowledge, innovation and technology to
develop higher order skills needed to compete in the knowledge economy.
Universities have thus become more central to a country’s economic success
which is perceived to be determined largely by its ability to compete in high
value goods and services. In its broadest sense, the internationalization of
higher education is the process of integrating an international/intercultural
dimension in the teaching, research and service functions of the higher
education institutions (Knight, 1997); it involves a process of interchange of
higher education between nations, between national systems of higher education,
and between institutions of higher education (Knight and de Wit, 1997).

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However, the Philippines
have been facing certain setbacks that hinder the Internationalization program
to prosper in the country.  Berse (2017)
stated that, Government support plays a crucial role in ensuring that internationalization
opportunities and developments on higher education in the region are
disseminated equitably to all HEIs. The Philippines needs its government to
heavily invest in higher education the way its neighboring countries do so more
HEIs, especially public ones, will go for quality (Pascual, 2013). There is a
need to professionalize the internationalization spaces in HEIs in terms of
physical space, staff training, and ample institutional or government support
that would allow such space or unit to thrive and meet the demands and
opportunities that internationalization would continue to bring Berse (2017).

Hence, the researchers are
interested to conduct a research about the “Faculty Members Perception on
Opportunities in the University for Internationalization” to find out whether
or not, the teachers in Liceo de Cagayan University are actually exposed in
internationalization. Because a teacher’s involvement in internationalization
program serves as the backbone of the school to be internationalized since they
are the ones who will provide knowledge for the students.

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