Kaulisch and Enders [2005, pp. 131-32] note that faculty work is shaped by 3 overlapping sets of establishments: 1] the universal science system, and systems in each discipline which to a varying level are cross-national, emphasize the autonomy and mobility of researchers, and foster competition depending on scholarly merit and prestige; 2] guidelines about work, competition and careers, where academic work is embedded in nationwide policy and cultural adjustments; and 3] the organizational functions of colleges, which both reflect countrywide and native traditions and are touched by common trends such as massification, growing expectations about cultural relevance and the nationally-parallel global transformations. A 4th aspect in the mixture that might be of growing importance is the impact of internationalization and globalization on academic professions.
This current study finds that the available opportunities for the teaching faculty are based on these four elements. Most of the respondents experienced interplay of all these ingredients in their work life. Even more than fifty per dollar of the respondents believed that the massification of education is burdensome and acting as an barrier for faculty improvement.
School mobility is certainly a positive professional norm though various by nation and field [El-Khawas, 2002, pp. 242-43] and also varying somewhat in reason. A small number of researchers have expertise and reputations that confer superior opportunities in many countries. However, most teaching school have mostly national jobs and use cross-border experience to advance their position at home, traveling mainly at the doctoral and postdoctoral stages and for short visits. A 3rd group involves faculty with reduced opportunities at home in contrast to abroad, due to remuneration or conditions of, the denial of domestic careers due to community or cultural closure, or an economical freeze on hiring. This group has less transformative potential than elite researchers.
Excellence in education will require improvement in infrastructure, well-crafted training, e-learning materials, access to laboratories, computational facilities and above all well-trained and highly motivated teachers. Once asked about the supply of resources and opportunities for research, 78 every cent of the participants opined that we now have many bottlenecks. In almost all of the universities, e-learning, internet facilities are not available. Actually their school libraries mainly will have books useful for the undergraduate students rather than useful for further research by the instructing faculty. Most of the respondents felt that they are not revealed to the pedagogical methods acceptable internationally. Hence, their awareness about the coaching methods is not much. At the same time, they were not trained in teaching-learning process relevant for internationalized educational system while doing their post-graduation or pre-doctoral/doctoral level.
Strategies for integrating the internal dimension
There are many ways to identify the initiatives which are undertaken to internationalize an institution. They are generally referred to as activities, components, techniques or strategies. In the process oriented approach to internationalization, emphasis is put on the idea of boosting and sustaining the international dimensions of research. Many of the colleges in general, autonomous colleges and colleges with potential for excellence are following process oriented approach. Yet, the faculty is not ready to equip themselves in this internationalization. The reasons stated by the respondents include more work, fear of losing job, lengthy working hours, high aided-unaided instructing faculty ratio, low job satisfaction levels and be short of of facilities at the institutional
Professional Creation Needs
Faculty members, or academic staff, because they are called in many countries, constitute a critical ingredient influencing the quality and effectiveness better education institutions. Universities in the developing world cannot react to external changes and pressures without the participation of capable, committed, and knowledgeable faculty members. The challenge for most faculty people, however, is they are being asked to fulfill tasks and assume tasks for which they are not adequately prepared. Besides, there aren't many training centers to well render them. Academics staff universities are providing refresher and orientation courses but these courses are attended by those whose promotions are linked with attending refresher courses.
Post-doctoral research culture
Unlike the advanced countries, where a sizable pool of post-doctoral research fellows holds out the bulk of high-quality research, there is a near total lack of a post-doctoral culture in India. 79 per dollar of the respondents portrayed their willingness to follow post-doctoral research but said that they are really not able to do due to financial problems.
Although the quantity of women at post-graduate and doctoral levels in various universities is high, hardly any of them make sufficient advance in their careers for a variety of social reasons. Females teachers and teachers examined in vernacular medium was that though they are interested their family tasks and problem of vocabulary and communication act as major challenges for them.
Higher education in India has entered into a fresh phase with the invasion of foreign schools and increasing aspirations of Indian students. This has created a need to revive the pedagogical methods. But the question still remains, whether the educating faculty are prompted to accept these changes or not? That is found in the present study that the teachers are ready to accept the challenges of global teaching. The requirement of the hour is to render Indian teachers than enabling the foreign universities to ascertain their campuses in India. This requires an appropriate teacher education which can address a defieicency of organizational learning.
Charles A. Peck, Chrysan Gallucci, Tine Sloan and Ann Lippincott  illustrated some ways in which modern-day socio-cultural learning theory may be used as a lens for addressing the difficulties of company learning in teacher education. Using an assumptive structure developed by Harr? , they showed how processes of individual and collective learning led to within a teacher education program. Important innovations in program practice were generally found to have their sources in the creative work of individual teachers. However program level changes required negotiation of new ideas and practices within small groups of teachers, and with the greater collective of the program.