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1 – 10 of over 71000Mohsen Nazarzadeh Zare, Javad Pourkarimi and Sahba Rezaeian
The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran.
Abstract
Purpose
The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran.
Design/methodology/approach
To achieve the purpose, a qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, it included 17 experts who were selected through purposeful sampling by snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, an inductive content analysis was applied.
Findings
The findings showed that the barriers and challenges to faculty members’ international interactions can be defined through three main barriers: inside university barriers, outside university barriers, and individual barriers.
Practical implications
This research identified the barriers and challenges of faculty members’ international interactions in Iran. The method of this study can be applied in other applied fields as well.
Originality/value
This study adds to the authors’ knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should make an effort to identify barriers and eliminate them, more than ever.
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Sunyoung Park and Shinhee Jeong
The purpose of this study is to review how international female faculty experience linguistic challenges and bias in their US university careers.
Abstract
Purpose
The purpose of this study is to review how international female faculty experience linguistic challenges and bias in their US university careers.
Design/methodology/approach
By reviewing related literature, the authors explore the career challenges of international female faculty including hiring, promotion and tenure and leadership opportunities from a linguistic profiling perspective.
Findings
International female faculty have relatively few hiring opportunities, specifically when institutions and fields openly accept linguistic profiling and bias and are less likely to hire non-native English-speaking international faculty. In the promotion and tenure process, international female faculty have struggled with standard academic English criteria and poor teaching evaluations from students because of the faculty’s different English usage such as word choice, grammar and pragmatics. In terms of leadership opportunities, international female professors have faced linguistic bias that non-native English faculty members are not competent, credible, intelligent or skilled because they speak accented English.
Originality/value
This study can help researchers and career development practitioners by adding linguistic profiling specific diversity and inclusion perspectives to existing literature. The findings expand the perspectives and practices related to the career challenges of international female faculty due to linguistic profiling.
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Amy Lubitow and Kathrin Zippel
This chapter identifies the challenges that faculty with children experience as they engage in international research. We explore how these faculty members manage the competing…
Abstract
Purpose
This chapter identifies the challenges that faculty with children experience as they engage in international research. We explore how these faculty members manage the competing demands of international research work and parenthood.
Methodology
Data includes qualitative interviews with 42 faculty members who are parents, in science, technology, engineering, and mathematics (STEM) fields from 23 Research 1 universities.
Findings
The globalizing nature of research poses insufficiently recognized tensions between international travel and caregiving. Faculty reported three main strategies that enable them to manage work-family conflicts when work takes them abroad. These include: (1) opting out of international research; (2) modifying international travel; and (3) merging international research with caregiving.
Research implications
Work-family conflicts identified at the national level are amplified for international research.
Research limitations
Interview data are self-reports of what faculty members recalled and elected to share; actual behaviors may differ somewhat.
Practical implications
This chapter provides insights that academic institutions might use to support faculty engaged in international research.
Social implications
A failure to understand and support the unique needs of parents in international research settings may compromise active parenthood for faculty, while reinscribing and reinforcing existing gendered disparities in academia. The internationalization of STEM fields, when coupled with a lack of institutional support for parents, presents a mechanism that contributes to the ongoing underrepresentation of women in science and engineering.
Originality
Although similar questions have been considered in national contexts, little research has explored work-family conflicts for parents in an international setting.
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Maja Stojanović and Petra Alaine Robinson
This paper aims to present the experiences, beliefs and perceptions of international faculty at a Research 1 institution in the Southern US regarding the perceived differences…
Abstract
Purpose
This paper aims to present the experiences, beliefs and perceptions of international faculty at a Research 1 institution in the Southern US regarding the perceived differences between their and their students’ and colleagues’ cultures and first languages.
Design/methodology/approach
Face-to-face interviews were conducted with four international faculty from Europe and Asia who held appointments at a Research 1 institution in the Southern US. The interviews focused on the participants’ communication experiences with students and colleagues from diverse cultural backgrounds.
Findings
The findings have implications for academic and professional development and support as they show that understanding cultural aspects of language and communication can be challenging for individuals who may not be aware of possible cultural differences.
Originality/value
This study is unique because it presents stories of faculty from different backgrounds, who were born on different continents and who learned English at different ages but are all working in a linguistically homogeneous context. Also, the originality of the study comes from examining the intercultural communication between the participating faculty and their students, as well as their colleagues.
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Beatrice Avolio and Jorge Benzaquen
Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation…
Abstract
Purpose
Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.
Design/methodology/approach
Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.
Findings
The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.
Originality/value
The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.
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This paper highlights the evolvement of international business curricula during the 1990s, with an emphasis on occurrences at IU. Because business students are increasingly…
Abstract
This paper highlights the evolvement of international business curricula during the 1990s, with an emphasis on occurrences at IU. Because business students are increasingly entering universities with more international experience and international learning expectations than in the past, business schools must respond with course content changes; however, not all professors feel comfortable in adding substantial international content to their courses. Business schools have responded in three organizational ways – separation, infusion, and diffusion – none of which has been without problems. During the 1990s, IU followed a combination of the first two.
Nan Jiang and Victoria Carpenter
The purpose of this paper is to investigate the difference in the process of higher education (HE) internationalization across faculties in a post‐1992 university and to identify…
Abstract
Purpose
The purpose of this paper is to investigate the difference in the process of higher education (HE) internationalization across faculties in a post‐1992 university and to identify faculty‐specific factors through evaluating the four faculties in the case study.
Design/methodology/approach
A qualitative research is conducted in a post‐1992 UK university. Four faculties are involved and a total of 20 interviewees from three key departments participate in this project. Content analysis, critical discourse analysis and categorization of meaning are adopted as data analysis strategies.
Findings
This study explains the reasons why the level of internationalization across faculties is different.
Research limitations/implications
This research helps gain rich understanding of faculty‐specific factors in terms of the degree of internationalization. Further research in this area is encouraged to test these faculty‐specific factors through quantitative population studies in other institutions.
Practical implications
Most faculty‐specific factors are management matters which can be improved by internal adjustment. HE internationalization cannot be conducted the same way in each faculty, but should be considered a part of faculties’ particular focus. These factors highlight the areas where the faculties need to improve, in order to better accommodate HE internationalization.
Originality/value
This research evaluates and identifies the faculty‐specific factors in relation to the level of internationalization from a faculty's standpoint. These critical factors are unique to HE internationalization and transferrable to other similar institutions.
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From a traditional institutional perspective, the ultimate customer of the university is the student and perhaps his/her parents. From the perspective of a business school…
Abstract
From a traditional institutional perspective, the ultimate customer of the university is the student and perhaps his/her parents. From the perspective of a business school, however, the ultimate customer is the employer. Thus, a school’s goal, in particular a CIBER school, should be to develop and provide international programs that deliver expertise and experience to meet the needs of firms, not students. The students are the products, and the study abroad program is the means by which this product is developed and improved. Faculty are key players in the development and quality control of the student product.
The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship…
Abstract
The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship and teaching. University faculty engage internationally through teaching, service and scholarship. All three require faculty to possess strong trusting connections to the international community in which they operate. Literature suggests that the impulse to initiate service learning and scholarship with communities foreign to the faculty too early can be detrimental. A deep relationship between the faculty and community built upon trust and mutual respect is the key to successful internationally situated service, teaching and scholarship. However, such relationships require time to develop and many universities cannot support faculty toward developing international relationships. The Deep Field School presents a way of blending teaching, service and scholarship in a way that supports the nurturing of long-term relationships. The Deep Field School is an internationally situated short-term faculty led study abroad that operates with a commitment toward the long term and closely adheres to the humanizing principle that learning is a process not an outcome. A deep field school operating in Peru is presented as a case study along with guidelines for development.
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Iddah Aoko Otieno and Tom Otieno
Institutions of higher education are increasingly facing a myriad of challenges emanating from a fast changing higher educational landscape. One strategy colleges and universities…
Abstract
Institutions of higher education are increasingly facing a myriad of challenges emanating from a fast changing higher educational landscape. One strategy colleges and universities adopt as they pursue their missions in a progressively competitive global environment is to form strategic partnerships with other colleges and universities locally and globally. This chapter examines a partnership, anchored in faculty exchange, between an American metropolitan community college, and a public university in the Republic of Kenya, East Africa. The issues discussed include the rationale for the formation of a partnership between a two-year institution and a doctoral-granting institution in spite of their differing missions, the partnership formalization process, types of activities undertaken in each country, program outcomes, and program management and challenges. The chapter concludes with some recommendations that would be useful to anyone considering starting a cross-border faculty exchange program, especially at an institution where infrastructure for internationalization activities is limited.
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