Australian academics and transnational teaching: an exploratory study of their preparedness and experiences

Dunn, Lee; Wallace, Michelle

doi:10.1080/07294360600947343

Cited by 106 publications

(76 citation statements)

References 6 publications

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“…Some commentators identify the provision of effective support, which prepares staff to make the necessary adjustments, as a key issue that has not yet been effectively addressed in most universities (Dunn & Wallace, 2006Gribble & Ziguras, 2003;Keevers et al, 2014;Ziguras, 2007). Hoare agrees, arguing that it is important that academics should be supported to develop intercultural competences, rather than being left alone, "swimming in the deep end" (Hoare, 2013).…”

Section: Tensions In Staffing Ibcsmentioning

confidence: 99%

Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Cai

Thomson

2015

Journal of Studies in International Education

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Section: Tensions In Staffing Ibcsmentioning

confidence: 99%

Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Cai

Thomson

2015

Journal of Studies in International Education

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“…Higher education often places the phenomenon in the context of internationalization while career development examines mobility in terms of individual experiences. Other fields such as intercultural studies and migration studies also occasionally examine faculty mobility but often peripherally from the lens of cross-cultural teaching (Dunn and Wallace 2006;Ghazarian and Youhne 2015) and labor market (Bauder 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan

Lee

Kuzhabekova

2017

High Educ

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Through expanding flows of labor and knowledge on a global scale, academics are increasingly mobile as higher education institutions compete for talent that transcends borders. However, talent often flows from the periphery to the core as scholars seek out employment in recognized institutions of higher learning in developed economies. This study examines faculty mobility in a reverse direction: from the core to Kazakhstan, the largest country in Central Asia. What factors persuade faculty members to relocate to Kazakhstan for full-time employment? What types of individuals pursue this relocation? Through interviews with international faculty members based in Kazakhstan, the study identifies push factors that trigger departure from one's previous country of residence: job market, unsatisfactory work conditions, age, and marital status. Alternatively, Kazakhstan attracts scholars via pull factors that include salary, sense of adventure, and the opportunity to build new institutions and programs as well as conduct research. Unlike previous studies that highlight boundaryless mobility and individual agency, this study reveals constraints that mediate international faculty mobility. Furthermore, salary plays a limited role as a pull factor particularly among early career academics who are seeking research opportunities and meaningful contributions in building new academic programs and institutions.

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“…They suggest that one of the implications of the new quality assurance framework for Australian universities is that they will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts. Dunn & Wallace (2006) review Australian literature on transnational teaching and present an overview of a study with academics who teach transnationally. They have also undertaken research about the issues of culture in our work, again particularly for overseas work.…”

Section: Transmentioning

confidence: 99%

Transmorphosis: Negotiating Discontinuities in Academic Work

Rhea

2010

Policy Futures in Education

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The idea of 'transmorphosis' will be used in this article to discuss the impact of new teaching and learning environments on the highly mobile global academic pedagogue. 'Trans-' implies 'movement across', whether it be space, time, place, culture, or institution. '-morphosis' evokes the possibility/requirement to shapeshift one's pedagogical presence and performance in new and previously unimaginable ways. This article begins by positing that the traditional pedagogue, the one charged with the responsibility of leading the child to learn, no matter what the community, was able to prepare the future generation to maintain and develop the society in which they were to live. The pedagogue was recognised as having an understanding of what needed to be taught, how to teach it, and what a 'good' future would be. One of the noted impacts of globalisation is that we are educating for an uncertain future where local certainty has been replaced by clashes of a global magnitude about what are legitimate lifeways. Increasingly, the learners are adults coming into higher education. Drawing on a range of scholars who have examined the global diffusion of new knowledge, through imitation, innovation, using complex exchange logic, the 'transmorphing' pedagogue will be foregrounded in a discussion of everyday discontinuities that the academic travelling pedagogue is challenged to solve.

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Australian academics and transnational teaching: an exploratory study of their preparedness and experiences

Cited by 106 publications

References 6 publications

Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan

Transmorphosis: Negotiating Discontinuities in Academic Work

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