Cultural diversity and the imagined community of the global academy

Guerin, Cally; Green, Ian

doi:10.1080/02188791.2014.922048

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…This provides knowledge about diversity among students (ENYEART SMITH, WESSEL, POLACEK, 2017). Guerin and Green, (2016) found a smooth alignment of cultural differences at a university in Australia with a high level of academic mobility and internationalization. Degl'Innocenti (2020) offers a theoretical and methodological basis for teachers of higher education institutions in order to develop intercultural knowledge and provide quality education for students of different cultures, which includes three main theories: the theory of cross-cultural characteristics; theories of quality assurance of educational services; design thinking theory as an approach to solving cultural problems.…”

Section: Literature Reviewmentioning

confidence: 94%

Cultural aspects of future specialists training in modern conditions

Bohatyryova¹,

Horban²,

Koshelieva³

et al. 2021

Laplage

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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.

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Section: Literature Reviewmentioning

confidence: 94%

Cultural aspects of future specialists training in modern conditions

Bohatyryova¹,

Horban²,

Koshelieva³

et al. 2021

Laplage

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“…We have previously reported on the tendency of our transnational staff to minimise the impact of cultural difference when asked to recount their experiences of moving into the Australian university environment, and have suggested elsewhere that this is a consequence of their notion of a global disciplinary community, that is, the assumption that shared disciplinary values and beliefs somehow confer an unproblematically cosmopolitan set of sociocultural beliefs and behaviours (Guerin & Green, 2009). While these successes and ability to work harmoniously together are admirable, we also suspect that there might be more bubbling under this smooth surface of cosmopolitan integration.…”

Section: Transcultural Supervision and The Multicultural Academymentioning

confidence: 99%

‘Collaborative critique’ in a supervisor development programme

Guerin

Green

2013

Innovations in Education and Teaching International

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Supervision of research degrees is currently undergoing significant re-evaluation as the research environment itself responds to new and ongoing external policy and funding pressures, internationalisation, increasing cross-disciplinarity, and the proliferation of sub-specialisations, amongst other factors. The Exploring Supervision Program is designed to aid new supervisors of research students to find effective ways of negotiating supervision in the context of this changing academy. To this end, a workshop facilitation approach is employed that we call 'collaborative critique', a technique designed to extend understandings of complex situations through discussion and debate stimulated by narrative, case studies and role plays. Here we outline the rationale of collaborative critique and then demonstrate how it is used in a workshop on working in the multicultural academy.Keywords: supervisor development program; academic development; multicultural academy; cross-cultural workshops Introduction: supervisor professional developmentAs the research climate in universities has responded to changing internal and external policies and pressures in the last decade, the need to provide relevant academic development for research supervisors of PhD students has become critical. Systematic supervisor training has become part of the agenda (Pearson & Brew, 2002;Brew & Peseta, 2004, 2009Wisker, 2005Wisker, , 2012Reid & Marshall, 2009;Lee, 2011); frameworks and requirements for PhD supervision articulated (Pearson & Kayrooz, 2007;Lee, 2008;Evans, 2009); the challenges posed to supervisors by the implementation of the Bologna Process (Baptista, 2011) and government policies elsewhere (McCallin & Nayar, 2011) analysed; the need to build research capacity in countries such as South Africa championed (Bitzer, 2007;de Lange, 2011); and alternative conceptualisations and models for supervision have been put forward (among recent examples, see Samara, 2006;Crossouard, 2008;Firth & Martens, 2008;de Beer & Mason, 2009; Creighton, Creighton & Parks, 2010;Fenge, 2011;McAlpine & Amundsen, 2011). As academic developers responsible for providing appropriate education for research supervisors, how can we best fulfil our brief to deliver programs Professional development programs for staff training are delivered in both localised and centralised modes, with associated advantages and disadvantages (Boud 1999). There are certainly benefits in staff development activities being delivered within disciplines or faculties: there may be specific issues peculiar to that research culture or research group; collegially developed initiatives are more likely to be generally supported, as opposed to those introduced by a single individual borrowing from external sources. But as Boud also concedes, training undertaken within faculties risks being more homogeneous and less innovative than programs that bring together a crosssection of the university's academic community. Indeed, the recently released NAIRTL (2012, s2.1) publication on supervisor developme...

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“…More useful here is the structuralist approach, which embeds agentic positions in local power relations, traditions, and values (Cassarino, 2004). Arguably, then, not all mobile academics are equally predisposed to diverse cultural experiences or subscribe to the idea of a global academic community (Guerin & Green, 2016). These individuals, termed here parochial academics, retain a high degree of socio-cultural and emotional attachment to their homeland, and are therefore more likely to repatriate.…”

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confidence: 99%

Between cosmopolitanism and parochialism: return migration of early-career Israeli academics

Israel

Cohen

2022

CMS

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Mobile academics have traditionally been conceived as cosmopolitan subjects who favor cultural diversity and search for new professional opportunities abroad. Their return to the homeland could therefore be interpreted as a sign of parochialism, which narrows down their professional opportunities and limits their exposure to global resources. In this article, we compare returning and non-returning academics with respect to their parochial and/or cosmopolitan tendencies. Drawing on a sample of 223 Israeli Early-Career Researchers (ECRs), we examine their cosmopolitan—or otherwise parochial—propensities and assess the effect they have on their return decisions. We use statistical tests to analyze the effects of cultural orientation, attachment to the homeland-based national community, and patriotic feelings on their propensity to return. Our findings suggest that in comparison with their co-nationals who opted to remain abroad, returning ECRs exhibit higher levels of parochialism, reflected through inter alia stronger communal dispositions and patriotic attachment as well as geographically limited job search.

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Cultural diversity and the imagined community of the global academy

Cited by 9 publications

References 39 publications

Cultural aspects of future specialists training in modern conditions

Cultural aspects of future specialists training in modern conditions

‘Collaborative critique’ in a supervisor development programme

Between cosmopolitanism and parochialism: return migration of early-career Israeli academics

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