The expectation of education internationalization from United States public put great pressure on the colleges and universities, and encouraged them to pay close attention to international affairs. Colleges in United States usually attach great importance to strategies of academic profession internationalization, in which faculty plays multiple and changing roles. However, academic profession internationalization still faces resistance. Individual and institutional factors of affecting faculty engagement are now presenting an alienated state, including separated faculty’s innovation motivation vs. reviewing system chart, the subtle teaching vs. the standardized curriculum system, learning needs vs. international cooperation system, showing that the key to motivate faculty engagement lies in the integration of these two types of factors. Strategies that United States’ colleges integrate the two factors are as follows:highlighting a direct influence of individual factors, yielding an indirect function of the institutional factors, merging the two factors together in the basis of organizations. The strategies provide valuable experiences in the development of internationalization of higher education in China.%美国公众对教育国际化的满怀期待向高校施加了莫大压力，促使他们越来越密切关注国际化事务。高校在国际化战略中格外重视对学术职业国际化的支持，教师在国际化中的角色是多重而发展的。可是，学术职业国际化仍面临阻力，影响教师投入国际化的个人动机与组织激励在教师所参与的各种国际化活动中呈现疏离状态，教师之革新动机与评聘制度各行其是，潜移默化的课程教学与规范化的课程体制貌合神离，教师学习需求与国际合作制度相互掣肘。个人动机与组织激励发挥合力作用是促进教师学术职业国际化的关键，美国高校以整合两类因素来激励教师，其策略包括：突出个体因素的直接影响，发挥组织因素的间接作用，以组织机构为载体融合二种因素，这为我国高等教育国际化发展提供了可资借鉴的经验。
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