Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions

Abstract

Foreign-born faculty members in community colleges can serve as a valuable resource to their institutions’ growing internationalization efforts. This study uses the data from the 2004 National Study of Postsecondary Faculty to examine the characteristics, job satisfaction, and workplace perceptions of the foreign-born group of the professoriate at public 2-year institutions relative to their U.S.-born peers. Together with other minority faculty groups, foreign-born faculty members, with their diverse cultural and language backgrounds, can be instrumental in serving increasingly diverse student populations in community colleges nationwide. The findings of this study may help 2-year institutions more effectively attract and retain foreign-born faculty members and provide them with a rewarding and supportive workplace.

Academic Staff Involvement and Openness to Diversity in International Educational Organisations: Is There a Moderating Effect of Shared Language?

“…Variations in the languages we master hamper interaction with other nationalities. This is unfortunate since more and more communication and collaboration in educational organisations take place across national and linguistic boundaries (Dimmock and Chan, ; Mamiseishvili, ). Besides, language differences between individuals in a university setting may provide the basis for informal inclusion and exclusion as well a reduction of rhetoric power (Tange, ).…”

“…Focus in this study is particularly on higher education institutions with a high number of international, foreign‐born academic staff members. Since universities are investing more resources in hiring and retaining international academic staff, it is important to acquire more knowledge on this theme (Mamiseishvili, ). Still, however, there is very little research on the role of international academic staff and the few studies that do exist mainly focus on employee satisfaction and effectiveness.…”

Job engagement and work outcomes in a cognitively demanding context

“…Recently, however, a number of studies of expatriate academics have been published (Richardson and McKenna, 2002;Selmer and Lauring, 2009, 2010Isakovic and Whitman, 2013). Such studies are needed since there is evidence that universities are investing a great amount of resources in hiring and retaining international academic staff (Mamiseishvili, 2011). However, it can be argued that the increasing number of expatriate academics could make human resource management in universities more problematic as expatriate academics present growing challenges for academic institutions (Richardson and McKenna, 2000).…”

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

“…(1) Issues of internationalization of U.S. higher education; (2) (2008) Stromquist (2007) International curricula Chan & Dimmock (2008) Deardorff (2004) Ellinboe(1998) Hanson & Meyerson (1995) New structures and expectations Seifert & Umbach (2008) Spring (2008) Diversity on campus Hser (2005) Taormina & Selvarajah (2005) Theobald (2008) Stohl (2007) Cultural Dimensions Hofstede (1980,1991,1997, 2011) Hofstede & McCrae (2004 Han (2008) Hser (2005) Marvasti (2005) (1991) Norris (2004) The importance of internationalization of U.S. higher education was stressed by all the participants. National background was identified as important in each of the participants' professional experiences.…”