The World Bank's 1991 'World Development Report' has turned a very interesting observation that the medical and scientific progress and increased productivity in checking tool for teachers and any nation have a detailed hyperlink with investment in human being capital as well as the quality of the economy. Scientific and scientific capacities are, however, unevenly allocated on the globe and are linked with the education system in a nation.
The 21st hundred years has seen quite substantial within higher education systems both in conditions of complexity of the systems and also in conditions of its utility for converting education into an efficient tool for social and monetary changes. A really interesting relationship is
emerging among education, knowledge, conversion of knowledge into suitable agencies from trade point of view, wealth and economic climate.
Internationalization of education includes the policies and methods undertaken by academic systems and institutions-and even individuals-to cope with a global academic environment. The reasons for internationalization include commercial advantage, knowledge and vocabulary acquisition, boosting the program with international content, and others. 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. Efforts to screen international initiatives and ensure quality are integral to the international higher education environment.
The greater education system across the world has witnessed two more interesting revolutions. The first is linked with the introduction and use of personal computers in teaching and learning as well as research and the second reason is linked with communication revolution. Today, education goes beyond across the geographical limitations. Besides, the structure and context of academic work also has undergone a tremendous change. Student variety and the administrative and pedagogical demands of new modes of curricula delivery characterize the academic's each day working environment.
The fulfillment of any educational change is linked with the readiness of teachers to implement new methods and ground breaking practices. The present paper is an make an effort to understand the role of teachers in internationalization of higher education in India. The focus of this current paper is to be acquainted with the challenges and opportunities for faculty in the circumstance of internationalization of higher education and their tendency to adapt the change.
Review of literature
A growing number of paperwork and studies document the many ways in which the university experience of students, academic and management staff has been significantly transformed [Chandler & Clark 2001, Deem 2001]. Student diversity and the administrative and pedagogical needs of recent modes of curricula delivery characterize the academic's everyday working environment. Identities as teachers are under regular challenge as academic staff undertake multiple and often conflicting tasks as consultants, researchers, professors, counselors and international marketers. Support for scholars included in international activities is scarce and the central strategic control of resources having its demands for overall flexibility compromises the quality of academic life.
A qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. In addition, it investigates how the learning productions of these activities were transferred to the participants' home country. Nine American female school and administrators who worked well at universities in Arabic countries in the Gulf of mexico region participated in this study. The results suggest that the transformative learning of the female teachers was reflected in 3 themes: changes in personal and professional attitudes, experiencing a brand new classroom environment that included different students' learning style and unfamiliar school room behavior, and broadening of participants' global perspectives.
An additional study sought to examine how and why some advanced schooling institutions have reacted to facets of globalization and, in particular how company culture influences universities' reactions to globalization. Using a predominantly qualitative, mixed-methods procedure, empirical research utilized to explore the impact of globalization at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities' culture, institutional strategies, and practices reacting to globalization.