This for the individual learner and for society

This study aims to involve
the faculties through internationalization as they have the capacity to set a
deeply embedded foundation both international and intercultural character in
the university.

John Dewey’s experiential
learning is the theory of this study, because it is an important approach
within the theoretical tradition of adult education where also been used in
Europe, North America and Australia (Boud, 1985; Boud and Miller, 1996; Weil
and McGill, 1989). The approach, or movement, has a special nature as a
cognitive enterprise and it can also be seen as a kind of  ideology needed to confront the diverse
challenges of adult education. Its theoretical frame has diverse sources of
inspiration: The T-group movement, the learning style technology, humanistic
psychology and critical social theory. It has been influential in the
literature of management training as well as adult education per se. Without
doubt, the two concepts that characterize the approach most clearly are
experience and reflection. In Dewey’s own words, “Education in order to
accomplish its ends both for the individual learner and for society must be
based upon experience which is always the actual life-experience of some
individual.”(1938). He  stresses on
the intentional use of experience in its effective form and make that
experience usable with the concept that the aim of learning is to understand
and know about the world as we experience it. In a relation to this study, the
university is committed to transform every faculty’s’ perception that would
able them to develop to be more resourceful, knowledgeable in any international
studies, competitive – outside, and most especially their efforts which are to
build on international competence so that they would use to create connections
to bring an international expertise to the community through their influences
in terms of engaging globalizations. According to Patti McGill Peterson, a
Presidential Advisor for Global Initiatives of American Council on Education
states that, “The crucial role that faculty play in institutional
internationalization efforts, particularly in shifting culture and sustaining
such efforts over time.” and she wrote that:

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Students graduate, but the faculty
remain and serve as the stewards of the curriculum. As a group, they have the
capacity to set a deeply embedded foundation for the international and
intercultural character of an institution. Investing in the worldliness
quotient of all college and university faculty – not just the area studies
specialists – has the potential to pay off in myriad ways. (Peterson,2000)

In addition, Faculties are
the heart of the whole academic enterprise. They are the drivers of teaching
and research in any institution, shaping and delivering the curriculum and
carrying out the institution’s research mission. These areas are critical to
any institutional internationalization effort.