On the other hand, it can be argued by the data above, that making a global community faculty was not necessarily the goal for the participants interviewed, and this is adding up to the intrinsic value Cooper and Mitsunaga found. Global Faculty Community is sensed as another important tool to achieve a deeper and greater goal, namely, the building up of knowledge and sharing for the sake of education. Either directly or indirectly, each professor participant of this small study made such endeavor clear. For Nancy Hanrahan was her interest on delivering feminist theory on a country that is young on the topic, thus her trip was more exiting. For Kurtz is his eager to comprehend and propose a solution to international conflicts through peace,
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The participants are indeed part of a global community faculty. It is clear that the participants make sense of the global community faculty in an intrinsic sense of value. The negotiation with the administrative of the institution seems to be accentuated in importance for each case. Having this results in hand in combination with the literacy, specifically of Blunt-Kokhuis (2000), who presents the many administrative and institutional obstacles a faculty member has to overcome, we can conclude that the intrinsic character of the faculty is always ready; it is always present. We cannot say the same at the institutional level, for they all are different according to their particular context and even depending of its national and international background. In this manner this small study concords with Cooper and Mitsunaga (2010) along with Blunt-Kokhuis (2001) conclusion. Therefore, higher education needs to place a huge amount of effort at the institutional level. Faculty seems to be always …show more content…
They all enjoy tenure or a guaranteed job because of their experience. Therefore, following Blunt-Kokhuis (2000) logic, the higher rank educators are more likely to travel with frequency. Thus this paper cannot really speak for starting professors. It would be interesting to interview some adjunct faculty and starting professors to compared how are their desires to travel abroad, their views of their institutions on the global matter, and how they generally view and practice, or whether they feel part of a global community
The participants are indeed part of a global community faculty. It is clear that the participants make sense of the global community faculty in an intrinsic sense of value. The negotiation with the administrative of the institution seems to be accentuated in importance for each case. Having this results in hand in combination with the literacy, specifically of Blunt-Kokhuis (2000), who presents the many administrative and institutional obstacles a faculty member has to overcome, we can conclude that the intrinsic character of the faculty is always ready; it is always present. We cannot say the same at the institutional level, for they all are different according to their particular context and even depending of its national and international background. In this manner this small study concords with Cooper and Mitsunaga (2010) along with Blunt-Kokhuis (2001) conclusion. Therefore, higher education needs to place a huge amount of effort at the institutional level. Faculty seems to be always …show more content…
They all enjoy tenure or a guaranteed job because of their experience. Therefore, following Blunt-Kokhuis (2000) logic, the higher rank educators are more likely to travel with frequency. Thus this paper cannot really speak for starting professors. It would be interesting to interview some adjunct faculty and starting professors to compared how are their desires to travel abroad, their views of their institutions on the global matter, and how they generally view and practice, or whether they feel part of a global community