Abstract
This research measures how geography faculty members perceive the
value of internationalization for teaching, learning, and research, by means of a
survey sent to a sample of U.S. faculty by the Association of American
Geographers. Internationalization is portrayed as a process that incorporates both
international and intercultural components into the functions of higher education.
Motivational systems theory is used to explain the relationships between faculty
characteristics, experiences with internationalization, and perceptions of the value
of global learning outcomes. The study also considers the ways departments and
institutions encourage faculty to participate in international collaborative teaching
and research. Departmental and institutional support and perceived advantages to teaching and research are among the factors that motivate faculty to practice
international collaboration.
