In 1991’s World Development Report, the World Bank made an interesting observation: Scientific and technological advancement and increased productivity are closely linked with investment in human resources and the quality of the economic climate. However, scientific and technological abilities are not evenly distributed around the globe and are closely linked to the education system of a country.
There have been significant changes in the higher education system in the 21st century in terms both of their complexity and its utility in converting education into a useful tool for economic and social change. There is a fascinating relationship between education, knowledge, the conversion of knowledge into appropriate entities from a trade point of perspective, wealth, and economy.
Internationalization in education refers to the practices and policies that academic institutions and individuals use to adapt to the global academic environment. Internationalization can be motivated by commercial advantage, language acquisition and knowledge, as well as enhancing curriculum with international content. 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. International higher education is characterized by efforts to ensure quality and monitor international initiatives.
Two more revolutions have occurred in higher education worldwide. The first is related to the use of computers for teaching, learning and research. The second is related to the communication revolution. Education today transcends geographical borders. The context and structure of academic work have also changed dramatically. Academic life is characterized by student diversity and new delivery methods.
Teachers must be open to learning new methods and innovative approaches in order to make any educational improvement possible. This paper aims to explore the role of teachers in India’s internationalization efforts. This paper will examine the opportunities and challenges faced by faculty when internationalization of higher education takes place and how they can adapt to these changes.
Literature review:
There are increasing numbers of studies and papers that document the numerous ways that the university experience has been transformed for students, academic staff, and administrators [Chandler & Clark 2001; Deem 2001]. Academics work in a diverse environment that is characterized by student diversity and the administrative as well as pedagogical challenges of new curricula delivery modes. Academic identities are constantly challenged as academic staff assume multiple roles, often in conflict, as they act as counselors, consultants, teachers, counselors, and international marketers. International activities require a lot of support from academics. The central strategic control of resources and its demands for flexibility make academic life difficult.