ABSTRACT
Internationalizing higher education situates all faculty as intercultural educators and global academics at some level, for at least some of the time. This chapter discusses faculty values, world-views, and beliefs about learning and teaching among the diversities of learning and teaching within an internationalizing higher education, and looks at how these relate to empowerment, reciprocal learning, and development processes for the global academic. Academic development for international educators and global academics includes enabling faculty to surface their own beliefs, challenge them in the light of both theory and empirical evidence, and adjust practice in the light of that process. The chapter considers how beliefs that faculty hold about learners, learning, teachers, and teaching can impact upon the ways in which they approach their practice. It explores the development of a global academic requires appropriate attitudes towards self and other. The chapter focuses on cognitive and emotional elements experienced within the process of academic acculturation.
