The contribution of international work and study experience to the professional life and practice of adult and higher education faculty

Adult education within the United States involves ever more diverse populations of learners in workplaces as well as in higher and continuing education settings. Internationally experienced adult and higher education faculty could prepare adult educators better by developing intercultural understanding and effectiveness to address diverse learning needs. International experiences are contexts for significant learning leading to changed perspectives about self and worldview. Much of the literature over the past twenty years has focused on specific kinds of international experiences and impact of these experiences upon re-entry.; This study explored how learning from international work or study experiences was perceived by adult and higher education faculty to contribute to practice and professional life. The study used a qualitative design and modified biographical method to collect focused life histories through in-depth interviews with ten internationally experienced adult and higher education faculty. Analysis and interpretation of their narratives of reflection on international work and study found these experiences to be meaningful as opportunities for repeated engagement in different cultures and valuable even if the experiences were of short duration. Professional practice within different cultures provided contexts for learning, personal growth and professional development.; International experience contributed to professional life and practice in four principle areas. Multiple international work and study experiences provided continued engagement with difference. Faculty identified international or intercultural aspects to their practice and had been involved in efforts to expand international or inter-cultural awareness and understanding within professional or larger community environments. Relationships with nationals were important during international sojourns. Faculty maintained relationships with colleagues and others beyond immediate academic or cultural contexts to sustain and develop broader global perspectives.; There was combined effect from multiple international experiences that was integrated into professional life and practice in various ways. Internationally experienced faculty assumed roles of cultural mediators or brokers. Through maintaining networks of international and internationally minded colleagues, faculty created a wider community within which to reflect on practice.; This study contributes to the understanding of learning from significant life experience and how that learning continues over the life course.