Facilitating Global Leadership Competencies of Tenured Faculty Members to Offer International Engineering Programs

In this twenty-first century, almost all countries depend on each other. Well-developed nations depend on foreign graduates to take up design, research, product development, manufacturing, and maintenance. Many fast-developing nations in Asia have to develop their higher education institutes to train outstanding graduates to take up research and development work. Unless they focus on offering needed diverse global faculty development programs and the capacity to undertake sponsored research projects, these fast-growing nations will plan to establish new companies in foreign countries. Hence, this research focuses on assessing the needs of various countries, training the faculty members to bid for consultancy projects under various international development agencies, establishing campuses in various countries, and offering graduates with excellent attributes. The Indian National Education Policy 2020 suggests that Indian higher education institutes develop diverse global faculty development programs and undertake consultancy projects under multinational companies (MNCs) and international development agencies (IDAs). The Technical Teachers Training Institute (TTTI, now NITTTR), Chennai [1] pioneered in this area and succeeded since 1980. Based on this model, this paper suggests a five-stage process of training and developing tenured faculty members, improving the institute’s resources, and getting support from the government. It is expected that most of the national institutes and institutes of national importance will launch more overseas institutes in Asia and Africa. This approach can be refined by various countries that plan to offer diverse global faculty development programs and undertake consultancy projects under IDAs and MNCs.