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Faculty plays a critical role in the growing trend of internationalization in higher education. Thus, it is important to understand the factors that drive faculty members to get involved in internationalization. Employing structural equation model with data gathered from questionnaire, this study attempts to explore how faculty engagement in internationalization is motivated based on a survey in China, and institution type is also considered in our model. Our findings suggest that in the overall sample, both individual and environmental motivations positively relate to faculty engagement in internationalization, and individual motivation is the more critical predictor. One striking result is that individual motivation plays a complete mediating factor between environmental motivation and faculty engagement in internationalization, suggesting the significance of transferring institutional incentives to faculty's individual competence and efficacy. Institution type significantly accounts for environmental motivations. As to key university, the result was consistent with above. In general institution, however, the effect of environmental motivation is insignificant, indicating that sufficient funding is indispensable for the internationalization ambition of institutions. The implications for research and policy conclude this paper. [ABSTRACT FROM AUTHOR]

A goal of most environmental education is to motivate students toward environmentally friendly behaviour change. This article describes a study that elucidates how such motivation can be fostered in the classroom. It compared students’ development of environmental motivation in a conventional post-secondary environmental biology course and a similar course guided by self-determination theory (SDT). Students in the SDT-guided course experienced less amotivation after the course than students in the comparison section. This article presents a preliminary empirical examination of the utility of SDT in a formal environmental education setting. [ABSTRACT FROM AUTHOR]

Fostering environmental motivation to perform proenvironmental behaviors is an implicit goal of most environmental education (EE) programs. However, an inadequate amount of research has offered insight into how educators can foster environmental motivation through instruction, and the few studies that address this topic share a single theoretical perspective. The present author explored self-determination theory (SDT) as an alternative research paradigm to fostering environmental motivation in the EE classroom. The author describes SDT's theoretical underpinnings, discusses its potential application to EE, and proposes 3 potentially fruitful avenues of research. [ABSTRACT FROM AUTHOR]