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To What Extent Are International Academic Staff (IAS) Able To Use Their International Teaching Experiences to Influence Diversity in Pedagogical Policies and Procedures Within An HEI?

  • Full or part time
  • Application Deadline
    Applications accepted all year round
  • Self-Funded PhD Students Only
    Self-Funded PhD Students Only

Project Description

Internationalisation is an important strategy if HEIs are to survive in a turbulent global environment. Competition is fierce, where Countries traditionally known for sending international students, are now receiving, and recruiting global talent. One strategy used by HEIs in quest for global diversification is the recruitment of IAS. Whilst initially the recruitment of IAS may be viewed wholly positively by stakeholders, it seems many HEIs simply see the recruitment of IAS as “ticking a internationalisation strategic box”- thereby creating a veneer of internationalisation. The fact is, internationalisation is more than just a “tick box”. It requires a shift towards ethnorelativism and a willingness to change the institutions culture to enable IAS to meaningfully contribute to the development of the institution, its research, and its pedagogy. The wealth of experience brought to any HEI by its IAS needs to be recognised and acknowledged. This acknowledgement comes from institutions actively encouraging and supporting their IAS to contribute towards changes within the institution. From a pedagogical perspective, as HE cohorts become more complex and learning cultures more diverse, it seems logical to allow IAS who have experience of teaching and supporting students from their culture to offer ideas and process to enhance international student learning; whilst retaining the educational characteristics of the Country in which they are working. This is therefore not to suggest that the home learning culture is subjected to “otherness”. It simply means allowing IAS to offer innovations that can transform the learning environment for the benefit of all the students, creating a more dynamic and integrated learning experience.

References

C. Balasooriya, A. Asante, R. Jayasinha and H. Razee (2014). Academic mobility and migration: Reflections of international academics in Australia. Academic Mobility (11). pp.117-135.

C. Kreber and J. Hounsell (2014).Being an international academic: A phenomenological study of academic migrants adjusting to working and living in Scotland. Academic Mobility. (11). pp 9-33.

N. Maadad, (2014). Global academics moving down under: Living and learning a new academic culture. International Perspectives on Higher Education Research. (11). pp. 137-151.

S. Saltmarsh & T. Swirski (2010). ‘Pawns and prawns’: international academics’ observations on their transition to working in an Australian university. Journal of Higher Education Policy and Management. (32)3. Pp. 291-301.

Related Subjects

How good is research at Nottingham Trent University in Business and Management Studies?

FTE Category A staff submitted: 23.00

Research output data provided by the Research Excellence Framework (REF)

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