ABSTRACT
This chapter looks at a specific aspect of faculty engagement: the engagement of faculty with education abroad. It explores three dimensions of faculty engagement with education abroad: cognitive, emotional and behavioral. Strategies to address concerns the level of faculty engagement in education abroad and their implications for policy makers and practitioners are discussed. The chapter concludes that engaging faculty in education abroad requires thinking differently about the very nature of engagement and the integration of education abroad into broader institutional strategies associated with teaching, research and service. The implications for practice described below provide starting points for institutions to move away from the current deficit discourse of faculty engagement in education abroad. Childress argues that engagement in internationalization requires knowledge, skills and attitudes as well as institutional support.
