International academic staff in UK higher education: campus internationalisation and innovation in academic practice

Abstract

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This paper focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the paper constitutes a preliminary study, set within a UK Higher Education (HE) case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK H.E. context but also for the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.

‘So far so good’: Aotearoa New Zealand’s tertiary vocational sector academic migrants relate their experiences of relocation

“…While the potential value of international academic staff to their institutions and communities is increasingly being acknowledged (Altbach & Yudkevich, 2017;Handal, 2014;Kim, 2017;Mason & Rawlings-Sanaei, 2014;Minocha et al, 2019;Pherali, 2012;Rumbley & de Wit, 2017;Walker, 2015), an interesting question raised in recent literature is whether current global research into academic migration is focused on elite universities and their faculty, rather than "worker bee" faculty (Mihut et al, 2017, p. 15). Bönisch-Brednich (2014) acknowledges a significant international faculty presence in New Zealand universities but the Institutes of Technology and Polytechnics (ITP) sector also employs migrant teaching staff, whose voices are under-represented in the literature.…”

“…Adjustment to the new teaching and learning context can be a long and ongoing process (Bönisch-Brednich, 2014) involving a reassessment of values and construction of new understandings (Handal, 2014;Lewis, 2005). A more student-centred approach to teaching certainly appears to be a key challenge facing international teaching staff (Balasooriya et al, 2014;Lewis, 2005;Minocha et al, 2019;Walker, 2015) as they simultaneously transition between differing educational systems and cultural contexts (Mihut et al, 2017). Those enculturated in an alternative learning and teaching environment can experience "cultural dissonance" as they attempt to fulfil their duties in a new educational context where differing values and norms may be a source of confusion or discomfort (Walker, 2015, p. 63).…”

“…Opportunities to directly influence curriculum development may be a source of contention. Academic migrants in a UK study by Minocha et al (2019) reported feeling under consulted in this area despite their potential to make a significant contribution to internationalising the approaches and content. Indeed the academic migrant's potential to interpret situations from multiple perspectives (Bönisch-Brednich, 2018;Kim, 2010;Lewis, 2005;Mason & Rawlings-Sanaei, 2014), innovate existing delivery (Altbach & Yudkevich, 2017;Rumbley & de Wit, 2017) and enrich teaching and learning perspectives (Handal, 2014;Mason & Rawlings-Sanaei, 2014;Minocha et al, 2019;Pherali, 2012) is widely reported in the literature.…”

Transformational, inclusive, and multicultural or empty rhetoric? Perceptions and experiences of international academic staff

“…There is a growing body of literature that voices concern over the lack of research focused on IAS experiences and integration (Minocha, Sheil & Hristov, 2018;Walker, 2015;Saltmarsh & Swirski, 2010). Those which do focus on international academic recruitment highlight the impact that overseas employment can have on individuals, indicating that they are required to reconfigure their professional skills and abilities (such as pedagogical approaches) to suit the new context.…”

“…There has been a shift in power dynamics because of this and through their expectations students possess a sense of entitlement (Minocha et al,2018). This can be witnessed in the way HEIs offer a substantial amount of support services to students to improve their academic chances, and also give them a sense of "value for money".…”