Training and Retraining I-O Psychology Faculty for Internationalization

Abstract

This chapter is broadly directed toward industrial and organizational (I–O) psychology graduate programs and is intended to support efforts for faculty to internationalize their programs. They may be at various points on the journey to respond to the increasingly global context of their work and are likely to have many questions about their role in the process, their goals, and which of many possible approaches would be most effective and the best fit for their particular program. Goals related to designing the curricula, adapting the programs, and developing the future generation of I–O psychologists must be tied to a specification of the competencies needed for success. It is difficult to separate the need for developing these competencies in the students as well as in the faculty members. This chapter is focused on developing faculty, but the ultimate goal is developing future I–O psychologists. The assumption is that the faculty must first have the competencies to effectively train the students. The purpose of this chapter is to help guide I–O psychology faculty in assessing themselves and their programs, identifying the objectives of internationalization, and developing action plans to achieve their objectives. It includes background on broader academic internationalization efforts, activities specifically related to psychology, and the role of faculty in internationalization. It provides an overview of models of global competencies and identifies specific competencies and methods of assessment. The perspective on training faculty is based on established I–O psychology methodologies and addresses multilevel strategies to internationalize—individual, program, university, and external to the university. The final section looks to the future of international I–O psychology. Some personal anecdotes of the author are integrated into this chapter to emphasize the role of the individual faculty member. At the end of each of the major sections, a set of questions is presented to guide thinking and to provide some direction for internationalization efforts in I–O psychology graduate programs. Tools for assessment and planning are included in the appendices.

Appendices

Appendix A

PEAK Self-Assessment

Personality/Traits/Personal Characteristics

Good judgment, adaptable, open-minded, openness to experience, conscientiousness, tolerance for ambiguity, openness to change, nonjudgmental, perseverance, curiosity, patience, emotional stability, initiative, cultural flexibility, empathy, goal-oriented, self-efficacy, independent, enthusiasm, confidence, adaptability of frame of reference and behavior, adaptability and adjustment to new environment, openness toward intercultural learning and people from other cultures, flexibility, tolerating and engaging ambiguity, cross-cultural empathy, withholding judgment, curiosity and discovery.

Strengths:

Weaknesses:

Examples of representative past experiences:

Developmental plan:

Experience

Building relationships with different cultures and experience with different cultures.

Strengths:

Weaknesses:

Examples of representative past experiences:

Developmental plan:

Attitudes/Values/Awareness

Global citizen, meta-cognition, tolerance for differences among people, respectful for others, awareness of prejudices and stereotypes, cultural sensitivity, cultural awareness, valuing different national cultures, cultural humility, intercultural adroitness, awareness, sensitivity that leads to global citizenship, understanding others’ worldviews, cultural self-awareness and self-assessment, respect for other cultures, understanding the value of cultural diversity, mindfulness, ethno-relative view.

Strengths:

Weaknesses:

Examples of representative past experiences:

Developmental plan:

Knowledge/Skills/Abilities

Good verbal communication skills, good listening skills, interpersonal skills, ability to manage stress, good nonverbal communication skills, effective coping strategies, general cultural knowledge, conflict resolution skills, effective intercultural communication, ability to identify and engage in unfamiliar cultural behaviors, behaving appropriately and effectively, achieving goals through intercultural interaction, intercultural interpersonal skills and accurate and appropriate communication, skills to listen and observe, adapting to varying intercultural communication and learning styles, skills to analyze/interpret/and relate, deep knowledge and understanding of one’s own and other cultures, understanding the role and impact of culture and contexts, cognitive flexibility between etic and emic, sociolinguistic competence, learning through interaction, culture-specific knowledge.

Strengths:

Weaknesses:

Examples of representative past experiences:

Developmental plan:

The competencies listed here are drawn from Deardorff’s (2006) and Murray et al.’s (2013) work.

Appendix B

Guidelines: Assessment and Planning for Internationalization

This list provides a guide for faculty to internationalize their programs. The list reflects potential activities and areas where faculty can self-assess and plan and where they can develop knowledge and skills. It is presented as a guide for targeting activities in a step-by-step, ongoing effort and is not intended to be a short-term list to accomplish. Development of an individual faculty member is embedded in the process and is integral to internationalizing the program.

Assessment of Current Situation

Individual

• Perform quantitative and/or qualitative assessment for global competencies.

• Create a developmental plan to develop global competencies.

Program

• Articulate the mission, orientation, and philosophy of the program.

• Identify existing international content, activities, and initiatives in the program:

  • Course content related to internationalization.

  • Research topics related to internationalization—students and faculty.

  • Applied work with an international component—students and faculty.

  • Extracurricular activities with an international component

• Identify the international diversity of students.

• Assess the international expertise and experience of faculty members.

• Assess the commitment of individual faculty members to internationalization.

• Identify needs for internationalization in the program.

University

• Determine the university’s approach to internationalization: bottom-up or top-down.

• If top-down, assess the congruency of university strategy with program objectives for internationalization.

• If bottom-up, assess the university climate for international activities.

• Learn the university’s administrative structure for international activities.

• Learn the university’s policies and procedures for international activities.

• Identify support and resources within the university for international activities.

External environment

• Identify support and resources from external sources for international activities.

• Identify multinational businesses in the local area.

• Identify cultural groups in the local area.

• Assess the international diversity in the local area.

Planning: Objectives and Action Plans

Objectives

• Position the program internationally in a way that is congruent with program objectives:

  • Minimum internationalization for competency in the field

  • Internationalization as a strength of the program

  • Program identified as an internationallyfocused program

• Specify and prioritize program objectives related to internationalization.

• Specify student learning objectives related to internationalization.

Action plans

• Conduct short-term planning and long-term planning for internationalization objectives. Include a time frame for each objective.

• Assign person(s) to take the lead on internationalizing the program—some/all of faculty.

• Select methods to achieve objectives—which activities: courses, extra-curricular, research, travel, international students, partner programs, etc.

• Assign person(s) responsible for each objective.

• Identify potential resources to support plans.

• Obtain resources needed for plans.

• Identify and address obstacles to fulfilling objectives.

Table 10.2 PEAK global competencies. (From Murray et al. 2013; Deardorff 2006)