International Journal of Teaching and Learning in Higher Education 2011, Volume 23, Number 3, 373-381 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Internationalization of Higher Education: Preparing Faculty to Teach Cross-culturally Anita Gopal Queens University The need to effectively prepare faculty to teach in a cross-cultural environment has become imperative in the context of globalizing higher education (Deardorff, 2009; Verbik, 2007). Many higher education institutions around the world have internationalized their degrees and programs, and they have established foreign branch campuses to provide their intellectual resources in other countries (Altbach, 2010; Armstrong, 2007). In this paradigm, faculty members are contracted from the home campus or from an outside organization to teach in the foreign branch, but they receive little formal preparation to teach in this type of environment (Lewin, 2008; McBurnie & Ziguras, 2007). Faculty members are unaware of culturally competent pedagogical strategies on how to respond in culturally sensitive ways, and thus they lack the ability to successfully communicate and work with learners from other cultures (Paige & Goode, 2009). This paper focuses on preparing faculty to teach cross-culturally at international branch campuses. Using Darla Deardorff’s process model of intercultural competency, I will develop a framework that focuses on three core elements of Deardorff’s process model—attitudes, knowledge and comprehension, and skills—that will help faculty members to teach internationally. In the paper’s conclusion, I will suggest best practices and discuss the implications of intercultural competency for transnational teaching. “Internationalization” in the context of higher country) (McBurnie & Ziguras, 2007; Verbik, 2007). education is understood in a variety of ways. It can be Universities are ready to internationalize higher interpreted differently depending on various education in order to respond to the current educational stakeholders, such as governments, educational climate by infusing diversity into their student institutions, governing boards, faculty members, and population, interacting with multicultural populations, academic programs (Zolfaghari, Sabran, & Zolfaghari, and creating an international learning experience 2009). For instance, Ellingboe (1998) explains that (Greenholz, 2000; Otten, 2003; Wang, 2008). internationalization is a complex process of integrating Within the branch campus model, faculty members an international perspective into a higher education fly in from the home country to teach students in the institution “that involves many stakeholders working to foreign country, which is known as transnational change the internal dynamics of an institution to teaching (Smith, 2010). Transnational faculty members respond and adapt appropriately to an increasingly are hired to provide their expertise in a specialized area, diverse, globally focused, ever-changing external or they are called upon to enrich the offerings in the environment” (p. 199). In the same vein, Zolfaghari, foreign branch institution (Bodycott & Walker, 2010). Sabran, & Zolfaghari (2009) describe the McBurnie and Ziguras (2007) point out that faculty internationalization of higher education as the members generally have a demanding schedule since “integration and infusion of an international dimension they must simultaneously manage their courses at the as a central part of a university’s programs” (p. 5). This home campus while teaching intensive blocks of classes process may include reforming the curriculum in order at the branch. to reflect an international scope, or it may encompass International teaching opportunities such as these international research activities. This paper is based on have increased due to the lucrative business ventures Knight’s (1999) comprehensive definition of the that many universities have undertaken in order to internationalization of higher education as “the process internationalize their higher education degrees and of integrating an international/intercultural dimension programs. However, faculty members are not into the teaching, research and service functions of the sufficiently prepared by their institutions to meet these institution” (p. 16) and will focus on one stakeholder – challenges (Bodycott & Walker, 2000; Crabtree & the faculty member. Sapp, 2004; Dunn & Wallace, 2006; Hollis & Guzman, Many universities have engaged in the 2005; Leask, 2008; Smith, 2010; Teekens, 2003). Many internationalization of higher education through faculty members do not receive sufficient preparation to transnational education initiatives (Altbach & Knight, teach students from diverse populations in international 2007). One of the main manifestations of transnational branch campuses, let alone formal intercultural education is the branch campus, which is a joint venture competency training (Smith, 2010; Wang, 2008). For between two higher education institutions and involves instance, in a study of lecturers from three North the transporting of programs and degrees from one American universities, none of the participants were country (the home country) to another (the foreign involved in pre-departure training for transnational Gopal Preparing to Teach Cross-Culturally 374 teaching (Gribble & Ziguras, 2003). If transnational difference (Bennett, Bennett, & Allen, 2003; Paige & faculty members do receive cross-cultural teacher Goode, 2009). Deardorff’s definition is also in training, it is often basic and generalized, and it deals agreement with that of Hiller & Wozniak (2009), who with student learning styles, rather than helping faculty argue that being interculturally competent means members gain the competencies needed to negotiate having the capacity to be sensitive to other cultural other cultures (Gribble & Ziguras, 2003; Leask, 2008, systems and the ability to approach cultural “others” Otten, 2003). without feeling insecure or threatened. Organizations have been created to monitor Deardorff’s process model of intercultural transnational teaching, such as the Global Alliance for competence was developed using a grounded theory Transnational Education (GATE), which has generated approach by surveying experts in the field of standards stipulating that transnational faculty members international education in the United States in order to must have the appropriate expertise and intercultural develop a consensus of what constitutes intercultural awareness to teach in transnational environments competency. The elements that the experts agreed upon (Greenholz, 2000). However, the extent to which these were classified and placed into a framework of three requirements are being monitored is unclear. Moreover, core elements through which to acquire intercultural little scholarly research, with the exception of anecdotal competence: (1) attitudes, (2) knowledge and information and isolated experiences shared at comprehension, and (3) skills (Deardorff, 2009). Based conferences, has been conducted in regards to how on these findings, Deardorff argues that one can enter transnational faculty members develop the necessary the process of developing intercultural competence at skills to teach in cross-cultural environments (Gribble any point, but she also highlights that attitudes are a & Ziguras, 2003; Smith, 2010). It is evident that significant starting point. intercultural teaching standards are not being Deardorff does not offer direct, concrete definitions adequately monitored, resulting in the fact that of the three core elements that she discusses; however, transnational faculty members receive inadequate other cultural experts who have commented on intercultural preparation to teach in branch campuses. Deardorff’s work have summarized the terms that she This lack of research in regards to preparing uses. Attitudes encompass valuing and being open to faculty to teach cross-culturally in international branch other cultures (Paige & Goode, 2009), having a positive campuses is surprising given that teaching faculty outlook towards different cultures, being motivated to members are the “primary facilitators of students’ understand other cultures, and resisting ethnocentric learning” (Johnson, 2003, p. 22). If they are not behavior (Teekens, 2003). Knowledge and prepared to teach in a cross-cultural, globally diverse comprehension is described as having cultural self- setting, then how can they provide an equitable awareness; developing culture- specific information, educational environment for their students? In this such as familiarity with the ways in which one’s gender paper, I will focus on preparing faculty to teach cross- role is viewed in other cultures; and developing culturally at international branch campuses. Using linguistic knowledge (Paige & Goode, 2009). Skills Darla Deardorff’s process model of intercultural entail enhancing the aptitude for engaging in critical competency, I will develop a framework that focuses on self-reflection and reflexivity and communicating three core elements of Deardorff’s process model— across cultures (Spitzberg & Changnon, 2009). One’s attitudes, knowledge and comprehension, and skills— level of intercultural competence depends upon moving that will help faculty members to teach internationally. through these three core elements effectively. In the paper’s conclusion, I will suggest best practices When the core elements of attitudes, knowledge and discuss the implications of intercultural and comprehension, and skills act together, they competency for transnational teaching. produce two desired outcomes: (1) a shift in one’s frame of reference, in which “adaptability and Process Model of Intercultural Competence flexibility play a central role” (internal), and (2) a shift in effective behavior in “intercultural situations and According to Deardorff (2009), intercultural communication” (external) (Deardorff, 2009, p. 338). competence is defined as a person’s ability to interact The process of gaining intercultural competence effectively and appropriately in cross-cultural situations evolves over time. In order for this evolution to take based on his or her intercultural attitudes, knowledge place, there must be willingness, a conscious attempt, and comprehension, and skills. Deardorff depicts and a desire to achieve intercultural competence even intercultural competence, like the definitions offered in though this process can be complex and overwhelming recent discussions, as a non-static process that involves (Trimble, Pederson, & Rodela, 2009). The advantage of the recognition of being in a particular cultural context, adopting this process model is that it can be used as a the appreciation of cultural differences, and the framework for best practices in order to cultivate development of general strategies to adapt to cultural intercultural proficiency as well as to provide a starting Gopal Preparing to Teach Cross-Culturally 375 point at which to mentor and train international even if it causes a feeling of being overwhelmed. This teaching professionals (Deardorff, 2009). internal drive to suspend assumptions and judgments allows people to be open to multiple perspectives Attitudes (Bennett, 2009). Furthermore, motivation can shift internal frames and strengthen intercultural adaptability The first core element in the process of acquiring and its outcomes (Spitzberg & Changnon, 2009). For intercultural competence is attitudes. When faculty instance, if a transnational faculty member naturally members are preparing to teach cross-culturally, it is enjoys being in new cultural contexts, his or her innate critical for them to learn to respect and value other enthusiasm will affect cross-cultural teaching in a cultures (Deardorff, 2009). It is also important to positive way. In other words, one’s motivation to teach examine their intrinsic motivation for teaching in a cross-cultural setting will greatly influence the type internationally, openness to other cultures, and of experience one will have, a topic that should be ethnocentric assumptions. explored in pre-departure training. Valuing Other Cultures Openness to Other Cultures This may be onerous as transnational faculty Another aspect of the attitudes needed for members face the challenge of adjusting to the branch intercultural competence is the ability to be receptive to institution in the foreign country without the usual other cultures. Dunn and Wallace (2006) point out that, support of co-workers, family, or friends (Bodycott & when transnational faculty members teach in a cross- Walker, 2000; Debowski, 2003). Also, inadequate cultural environment, they must be open to other cultural preparation prior to the faculty member’s cultures by suspending their judgments. Critical departure may lead to a lack of cultural confidence that discussions regarding beliefs and cross-cultural can spiral into negative viewpoints that devalue other teaching should take place during professional cultures (Hollins & Guzman, 2005; Walters, Garri, & development seminars, where seasoned transnational Walters, 2009). The success of intercultural competence faculty members share their experiences with new rests upon the transnational faculty member’s ability to transnational faculty members. These seminars could view other cultures in a positive way (Hiller & address the importance of navigating ambiguity and the Wozniak, 2009). Leask (2004) points out that faculty unease of being in cross-cultural situations in order for from Adelaide, Australia, who were sent to teach at a faculty members to better cope with being in a foreign branch campus in Hong Kong stressed the importance context (Hiller & Wozniak, 2009). of negotiating one’s attitudes and appreciating the ideas and opinions of those from the foreign culture. Even Ethnocentricity though developing intercultural understanding must begin with the teacher’s attitude (Crabtree & Sapp, Understanding one’s ethnocentric assumptions is 2004), the university sending the faculty members another important facet in developing the attitudes abroad must recognize the value of providing them with necessary for intercultural competency. Ellis (2006) the opportunity to enhance their knowledge of the explains that ethnocentricity, a belief that one’s culture culture in which they are being sent to teach. is superior to others, narrows perceptions, inhibits Otherwise, feelings of anxiety, frustration, confusion, learning and communication, and leads to and disorientation may develop. misunderstandings. It also causes conscious and subconscious alienation when communicating with Motivation others from different cultural backgrounds. Leask (2004) argues that transnational teaching is an Apart from valuing other cultures, examining what opportunity for faculty going abroad to overcome intrinsically motivates transnational faculty to teach ethnocentrism by learning about other cultures rather cross-culturally and to learn about other cultures is a than expecting students in the foreign country to be key factor in developing intercultural proficiency. more like the dominant culture (Ellis, 2006). Therefore, Being enthusiastic and curious about other cultures transnational faculty members must be cognizant of increases faculty members’ global savvy, “enhances tendencies to construct differences according to their their ability to understand people,” and augments “their values, beliefs, and perceptions, as this creates a binary capacity for dealing with uncertainty and managing of “us” and “them.” This “othering” causes those of tension” (Gregerson, Morisson, & Black, 1998, as cited different cultures to feel less valued as human beings, in Bennett, 2009, p. 128). Opal (2001) defines reinforces dominant views, creates stereotypes, and “curiosity” as being open and having a sense of wonder promotes discrimination (Kim & Hubbard, 2007). Thus, beyond the limits of what is accepted understanding, cross-cultural teaching in an international branch Gopal Preparing to Teach Cross-Culturally 376 campus should be seen as an opportunity to learn Gender Roles about oneself and other cultural perspectives. Therefore, the department sending transnational Being aware of how gender roles are viewed in faculty members to branch campuses should provide various cross-cultural settings is an important aspect pre-departure training that both encompasses ways for of developing the knowledge and comprehension them to examine and challenge their ethnocentric necessary for intercultural competency. Teekens assumptions and promotes other cultural viewpoints (2003) explains that gender roles are culture-specific (Storti, 2009). Paige and Goode (2009) explain that and implicitly learned. For instance, some students those who receive intercultural competency training may find it difficult to adjust to having a male faculty have more expertise and confidence when dealing member teach a course as this may not be what they with cultural issues, as opposed to those who do not. are accustomed to in their home country (Merriam, 2007). Also, teacher-centered societies such as India Knowledge and Comprehension and Japan hold strong gender stereotypes that are deeply embedded in their cultures (Merriam, 2007). Knowledge and comprehension is the second core Crabtree and Sapp (2004) provide their own example of element in the dynamic process of developing how Robin Crabtree’s gender and race were viewed intercultural competence. When a faculty member is differently in Brazil in comparison with her experiences preparing to teach in international branch campuses, it of teaching in American classrooms. For instance, is important to examine his or her cultural self- Crabtree was taken aback when a male student awareness; develop culture-specific knowledge, such approached her, “placed his hand on her shoulder and as how gender roles are perceived in other cultures; gazed directly at her while he asked a question about and understand both the local language and the one of the course assignments” (p. 118). Her function of language within cultures. uncomfortable reaction to this situation forced her to examine her own assumptions about gender roles and to Cultural Self-Awareness recognize that she and the student held different attitudes towards gender role boundaries. By engaging Teaching cross-culturally in an international in professional development opportunities, intercultural branch campus is an opportunity for transnational competency seminars, or workshops, transnational faculty members to examine their cultural self- faculty members will have the opportunity to consider awareness, which is described as an understanding of these difficulties in advance by examining their gender “how the culture(s) we are raised in contribute to our roles. It will also enable them to gain the skills needed individual identities, our preferred patterns of to avoid obstacles in communication and social behavior, our values, and our ways of thinking” interaction, as well as mismatched expectations (Paige & Goode, 2009, p. 336). Cultural self- between themselves and students in the foreign country awareness is the basis for intercultural competency (Hiller & Wozniak, 2009). because it allows us to understand ourselves as cultural beings and makes it easier to recognize other Language cultural practices, respect other cultures, and manage cultural challenges (Bennett, 2009; Paige & Goode, Apart from the need for transnational faculty 2009). Greenholz (2000) believes that it is a members to examine culture-specific information, such prerequisite for advancing through the stages of as gender roles, the use of language is another intercultural competence. The ability to comprehend fundamental aspect of acquiring intercultural one’s cultural norms and expectations, as well as proficiency. Language is one of the key means by recognition of cultural differences, provide a strong which cultural knowledge is shared and revealed. foundation for cross-cultural teaching. However, According to Whorf (1952) as cited in Smith, Paige, many institutions that send their faculty members to and Steglitz (2003), the use of language is not only a teach in branch campuses do not support means of conveying ideas, but it also shapes one’s ideas opportunities for the development of this type of and mental thought processes. In other words, what we knowledge (Dunn & Wallace, 2006). This gap may think and perceive about the world, particularly cross- be due to the lack of time, resources, priority, or cultural experiences, is how we talk about it with competing interests. Nonetheless, it is essential for others. Language conveys so much more than what is transnational faculty members to receive some form uttered and how it is used because it carries of preparation, whether it is cultural mentoring or assumptions about the culture itself (Teekens, 2003). case study activities that allow faculty members to For example, the use of “direct or indirect explore their culture, individual identity, and ways of communication,” “implicit cues of social thinking. communication,” or the “explicit use of Gopal Preparing to Teach Cross-Culturally 377 communication” all frame the interplay between negotiate his or her cross-cultural adjustment (Smith, language and culture (Smith, Paige, & Steglitz, 2003, p. 2010)? Lastly, premise reflection pertains to being 105). Moreover, the use of language functions in aware of why we perceive the things we do, a process tandem with non-verbal behavior, such as body that leads to perspective transformation (Mezirow, gestures, touch, eye contact, and interpersonal distance 1998). For example, Crabtree and Sapp (2004) discuss to others, which are all significant to intercultural the ways in which Crabtree negotiated the three levels competence. Learning to make adjustments to the of reflection in a positive way while she taught in appropriateness and effective use of language in a Brazil, since she was willing to adjust her ways of cross-cultural context is a fundamental aspect of thinking. When Crabtree began teaching in a Master’s preparing faculty members to teach in international program organized by a U.S. university in Brazil, she branch campuses. was confounded by the regular interruption of her class Preparing faculty to teach cross-culturally also for coffee breaks, which are a daily occurrence in requires that they learn the language of the foreign Brazilian culture and “are determined by the cultural culture or improve their language skills, depending on norms” of the country (p. 117). This stage represents the duration of the transnational teaching contract. content reflection, and Crabtree moved past this step However, McBurnie and Ziguras (2007) and Lewin and entered the stage of process reflection by (2008) indicate that, in addition to receiving inadequate recognizing her North American cultural context and training to instruct diverse learners, faculty members realizing that “Brazilians and North Americans place are often oblivious to the native language used in the different values on various moments in the educational foreign branch. Paige and Goode (2009) state that those process and daily schedule. . . .” (p. 117). After coming who are unable to speak the language required to to this realization, Crabtree was able to undergo function in a foreign country will find intercultural Mezirow’s process of perspective transformation by experiences to be more stressful and will feel more “developing a more flexible and negotiated learning isolated. Thus, faculty members who know the environment” (1998, p. 120) that took into language of the target country will feel more consideration the students’ expectations based on comfortable with cross-cultural teaching experiences Brazilian cultural norms, as well. By reflecting on the (Dixon, Borman, & Cotner, 2009). ways in which Crabtree’s cultural beliefs and values affected her perceptions of teacher-student interaction, Skills she realized that it was easier for her to learn to adapt to the local culture, which resulted in a positive cross- Skills are the third core element in the process of cultural learning experience. developing intercultural competence. They involve self- reflection, reflexivity, and the development of one’s Reflexivity communication abilities. Though these skills are not specific to intercultural competence, they are crucial to Littlejohn and Domenici (2007) explain that processing knowledge about one’s own culture as well reflexivity denotes having a critical perspective of one’s as other cultures (Deardorff, 2009). interaction with others. When we are being reflexive, Self-Reflection (1) we are aware of the ways in which our interpretations and actions are influenced by others, A core element of skills development for (2) we become conscious of the rules that guide our intercultural competency is self-reflection. Smith context, and (3) we are able to explore other (2010) describes self-reflection as “noticing, making contexts and rules for interpreting an action in a sense, making meaning, and working with meaning” in situation. (p. 146) order to transform learning experiences (p. 114). Mezirow (1998) describes three levels of reflection that In other words, being reflexive means that we are facilitate cultural transformation: (1) content reflection, engaged in a process of meta-cognitive construction, (2) process reflection, and (3) premise reflection. thus gaining the tools needed for intercultural Content reflection refers to what we perceive as the competency. For example, Fransman (2003), as cited in problem surrounding roles and relationships. For Crabtree & Sapp (2004), indicates that reflexivity is instance, what is the role of the faculty member in the required for teachers to transcend existing cultural classroom: Is it the seer on stage or mentor? Process divides and avoid cultural biases. Reflexivity opens up reflection involves an analysis of the way in which opportunities to explore different ideologies of other one’s perception of the situation shapes one’s actions cultures, because merely being in a cross-cultural and one’s evaluation of the given context (Mezirow, teaching environment does not enhance intercultural 1998). In other words, how well does a faculty member competency. However, the ability to constantly reflect Gopal Preparing to Teach Cross-Culturally 378 on the significance of the experience will move faculty tasked with teaching transnationally have an increased members towards a more positive intercultural responsibility to develop the competencies needed to experience (Greenholz, 2000). If faculty members are work with people from different cultural backgrounds not provided with professional development (Otten, 2003). Transnational faculty members must opportunities to learn about or practice reflexivity, there examine their attitudes toward other cultures, including is a greater likelihood that they will experience appreciating other cultural viewpoints as well as difficulties understanding different cultural rules and understanding their motivation to teach in a foreign situations, which may lead to a negative teaching context. Developing this competence also means experience at the branch campus. Teekens (2003) also embracing other cultures and challenging one’s stresses that more effort should be made to prepare ethnocentric beliefs. In addition, faculty members faculty members to practice reflexivity as part of pre- teaching abroad must build their knowledge and departure training. comprehension of different cultures by practicing self- awareness, examining how their gender roles are Communication Skills viewed in certain cultural environments, and determining how language (verbal and non-verbal) is Having the ability to negotiate different cultures used to convey ideas and thoughts. Furthermore, requires effective communication skills, which are a developing self-reflexive skills will enable transnational key component of developing intercultural competence. faculty members to think critically about their Hannigan (1990) indicates that communication skills experiences and interaction with cultural others. Most include the ability to enter into a meaningful dialogue importantly, acquiring effective communication skills and successful management of miscommunications. through meaningful dialogue and active listening will Learning these basic skills is not only beneficial to provide these faculty members with the key elements of cross-cultural teaching in a branch campus meaningful cross-cultural communication. environment, but it is also an important attribute to have It is clear that transnational faculty members must in our diverse global society. An advantage of develop the necessary intercultural competencies to effectively dialoguing across cultures is that it bridges successfully teach in cross-cultural environments. It is differences and creates a collective meaning, which equally important for transnational faculty members to could be beneficial when discussing challenging topics respond to learners from diverse backgrounds in a way in a transnational classroom (Littlejohn & Domenici, that is positive, appropriate, and respectful to their culture 2007). Communication through dialogue has the (Hofstede, 1986). Therefore, through pre-departure and potential to foster problem-solving and critical thinking ongoing training, faculty members must transform their skills, to expand one’s knowledge base (Ellis, 2006, attitudes, knowledge, and skills in order to facilitate Wang, 2008), and allow deeper assumptions and positive interactions with learners from other cultural meanings to be explored (Simpson, Large, & O’Brien, backgrounds (Otten, 2003; Storti, 2009). Gaining the 2004). culture-specific knowledge and principles required to Hannigan (1990) also argues that a key ingredient function in other contexts can be fostered through case of communication through dialogue is possessing active studies, role-play, discussion groups or individual listening skills. Littlejohn and Domenici (2007) point reflection activities, and other exercises to develop the out that active listening requires suspending judgment; core elements of intercultural competence (Spitzberg & attending to what is being said, and how it is expressed; Changnon, 2009). However, transnational faculty and asking clarifying questions. All of these steps members undergoing this type of training must understand exemplify meaningful communication. In developing that developing such competencies is an ongoing process intercultural competence, it is crucial that faculty that involves the deconstructing and reconstructing of members have an opportunity to practice these skills one’s fundamental values, beliefs, and perceptions. during pre-departure workshops or training sessions In order to pinpoint the type of training that will be (Storti, 2009) through role-playing, case studies, most useful for faculty members teaching in cross-cultural invitational dialogue, and other exercises. environments, it is advantageous to assess and measure their level of intercultural knowledge and sensitivity in Conclusion order to tailor professional development programs to their needs. For instance, faculty members can evaluate their This paper uses Deardorff’s process model of level of intercultural sensitivity and worldviews by intercultural competence as a framework for the completing the Intercultural Development Inventory (IDI), preparation of faculty members to teach cross-culturally based on Hammer and Bennett’s developmental model of in international branch campuses. As universities intercultural sensitivity (Cushner & Mahon, 2009). Results internationalize their degrees and programs through of the inventory can be used to customize professional branch campus arrangements, faculty members who are development programs. Gopal Preparing to Teach Cross-Culturally 379 While professional development and pre-departure Overall, Deardorff’s (2006) process model of and ongoing training opportunities are needed to intercultural competence is a valuable guide and a support transnational faculty in branch campus practical framework in which to develop the environments, policy structures must also be in place to competencies needed to teach in cross-cultural support these endeavors. There must be a commitment environments. However, her model must extend beyond by the institution at various administrative levels for merely acquiring the attitudes, knowledge and these types of programs to move forward (Otten, 2003). comprehension, and skills; it also needs to take into One of the greatest challenges to cross-cultural teaching account the ability to adapt to other cultures, navigate and learning is that it must compete with traditional one’s emotions, learn intercultural sensitivity, and policy interests and key decision-making bodies whose manage conflict, as these are also rudimentary aspects focus tends to be revenue generation (Paige & Goode, of developing cross-cultural competency. Furthermore, 2009). If policy-making bodies are not interested in as Deardorff’s model suggests, gaining intercultural supporting transnational faculty, then they will override competence is a non-static and complex process. Thus, and negate intercultural competency training initiatives. it is best to combine her model with other cultural Thus, the institution in the home country must be models (i.e., compositional, co-orientational, willing to invest in intercultural competency training adaptational models, etc.) in order to create a hybrid (Moodian, 2009). model suited to helping transnational teachers in the Universities who have transnational teacher current trend of globalization. training initiatives in place should also conduct Developing intercultural competence is essential assessments in order to enhance their programs. for cross-cultural teaching initiatives and, in general, Palomba and Banta (1999) define assessment as the for navigating the continuum of globalization. “systematic collection, review, and use of information Spitzberg and Changnon (2009) project that “cultural about educational programs undertaken for the purpose diversity will manifest in the global market place of improving . . . learning and development” (p. 4). making intercultural competency an extremely Assessment is seen as a key force for “both monitoring important skill” (p. 337). Cultural diversity has already and improving standards” in transnational learning permeated academia at a local level as many North environments and plays a vital role in the legitimization American universities have implemented diversity of educational experiences (Torrance, 1997, p. 320). plans to increase cross-cultural engagement between Therefore, focusing on elements of intercultural faculty members and students. As people become more competence, such as the faculty member’s ability to globally mobile, the ability to respect and value other listen, take multiple perspectives, and communicate cultures is not only imperative to educational systems cross-culturally, is an important aspect of gauging around the world but to producing globally-minded cross-cultural experiences. 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