Exploring Intercultural Pedagogy

Ghazarian, Peter G.; Youhne, Mia Song

doi:10.1177/1028315315596580

Cited by 18 publications

(2 citation statements)

References 28 publications

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“…Programs to prepare students and faculty for the intercultural classroom and campus remain in their infancy. Ghazarian and Youhne (2015) illustrate the need for more support for international faculty and Bodycott (2016) points out a similar need for international students' adjustment to host cultures and institutions. Yet given the emphasis on short term benefits, support services struggle to attract adequate funding (Forbes-Mewett & Nyland, 2013).…”

Section: The Challenges Of Internationalizationmentioning

confidence: 99%

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Shared Vision?

Ghazarian

2020

JCIHE

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This mixed methods study identified obstacles to internationalization in the Republic of Korea by examining differences in stakeholder perceptions at a large, private regional university. Questionnaire data (n = 127) and interview transcripts (n = 17) were analyzed. Independent samples t-tests of Korean and international stakeholders (administrators, faculty, and students) and one-way ANOVAs of faculty, students, and administrative staff were conducted to detect differences in the perceived importance and quality of internationalization at the university. Stakeholder groups shared high perceived importance for internationalization, but internationals perceived quality to be lower than Koreans (p = .023), and faculty lower than both students (p = .03) and administrative staff (p = .025). Qualitative analysis revealed differences rooted in inconsistent conceptualizations of internationalization among stakeholder groups. Resentment, confusion, a lack of communication, and low organizational commitment emerged as barriers. Without a change in approach, internationalization efforts at Korean institutions of higher education will likely stall.

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Section: The Challenges Of Internationalizationmentioning

confidence: 99%

“…Academics have experienced structural and cultural adjustments to move Korean HEIs towards a global standard of excellence (Kim, 2005). Meanwhile, internationally mobile faculty (Ghazarian & Youhne, 2015;Gress & Ilon, 2009;Kim, 2016) and students (Jon et al, 2014;Jang, 2017) strive to adjust and succeed within Korean HEIs.…”

Section: Introductionmentioning

confidence: 99%

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Ghazarian

2020

JCIHE

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Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis

et al. 2021

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The purpose of this paper is to build and test a framework of four factors stakeholders in postgraduate higher education institutions in Kazakhstan perceive as supporting or hindering language development in English‐medium programs. Data in this mixed‐methods study were collected through student surveys and interviews with students, faculty and administration from six universities across Kazakhstan. Factor analysis confirmed the value of structural, pedagogical, sociolinguistic, and cultural factors for language development. Quantitative and qualitative data demonstrated that respondents highly valued structural factors such as academic mobility abroad and having an opportunity to interact with international faculty. However, they were less satisfied with national and university policies on the implementation of EMI. Additional structural factors including: a significant lack of pedagogical trainings, lack of collaboration with EFL instructors for curriculum development, and low overall English language proficiency of faculty and students, led to pedagogical challenges in classrooms. These challenges were somewhat mitigated by translanguaging practices. The sociolinguistic factors scale demonstrated that out of three languages, Russian was the most prevalent on campuses, which, according to qualitative data, creates pressure to maintain English. Finally, the cultural factors data revealed that students were highly motivated for their ideal self, whereas institutions strived to be research‐oriented and included in the international ranking lists. Based on these findings, it is recommended that curricula be adjusted to include spaces for multilingual practices, and that faculty be provided support in teaching in English through professional development courses.

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