Due to globalisation, there has been an increase in cross border travel and in the number of academics working in foreign Higher Education Institutions (HEIs). It is estimated that in UK around 28% of the academics are non-British (HEFCE, 2015). The presence of these international academics in the UK HEIs offers both opportunities and challenges to themselves, students, and the HEIs. This has led to an increased interest in academics’ mobility, their adjustments and adaptations to their new work environments.
This presentation is prompted by a recent discussion among several international academics on their academic teaching journeys capturing:
- The disconnects/ disruptions/challenges they have experienced in their pedagogical practices when comparing the educational/cultural systems they had experienced in the past to the one they are currently part of;
- The strategies and strengths that they have developed as an international academic working in a foreign country in order to adapt and adjust to the challenges they have encountered/are encountering;
- The impact of these developments, adjustments and adaptations on their development as an academic in a foreign environment.
This reflection will be captured in the compilation of personal narratives in the volume entitled ‘Academics’ Teaching Journeys: Personal Narratives of International Transitions’ (Hosein, A., Shu-hua Yeh, C & Kinchin. I., in preparation).
One of those reflections focuses on academics coming from within the EU to study or work in the UK who are classified as ‘home’. This term is used mainly for the purpose of fee structure (e.g. home students paying ‘home’ fees, as opposed to international students whose fees are substantially higher). However, it is also suggestive of certain commonalities among ‘home’ students or academics. Yet, it will be argued that many EU academics may indeed feel more ‘international’ or ‘cosmopolitan’ than ‘home’ as they come from distinctively different socio-historical backgrounds and pedagogic traditions and in addition often speak English as a foreign language (Jankowska, 2014). This presentation will focus on some disruptions and challenges commonly experienced by EU academics (with a focus on Central and Eastern Europeans). It will also consider the need for “reciprocal internationalisation” (considering ways in which ‘home’ academics may contribute to the agenda of internalisation within their host institutions and how in turn they may become more internationalised by working in the UK institutions).
The author will draw on her own personal narrative of academic journey as well as research she conducted looking at the experiences of international academics within her host institution (Jankowska, Kukhareva, Clements & Clarke, 2014). She will offer insights regarding learning and teaching approaches within HE for other international academics who are undergoing or a yet to undergo a similar acculturation process. In particular, she will focus on the concept of ‘pedagogy of connection’ (Cadman, 2005).
It is hoped that this presentation will be also of value to the management of the host universities who are responsible for facilitating a successful integration of their international academics in their respective institutions.
Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood, pp. 241-258. Cadman, K. (2005). Towards a 'pedagogy of connection' in research education: A 'REAL' story, Journal of English for Academic Purposes, 4 (4), pp.353-367. Ellis, C. (2009) Revision: Autoethnographic reflections on life and work. Walnut Creek, Ca: Left Coast Press, Inc. Gaitán, A. & Jankowska, M. (2016) Being an immigrant academic, Lifewide Magazine. Green, W. and Myatt, P. (2011) ‘Telling tales: A narrative research study of the experience of new international academic staff at an Australian university’, International Journal for Academic Development, 16(1), 33-44. Hosein, A., Shu-hua Yeh, C & Kinchin. I. (in preparation). Academics’ International Teaching Journeys: Personal Narratives of Transitions in Higher Education. London: Bloomsbury. Jankowska, M. (2016). Pathways through life, Lifewide Magazine, 16, 43-48. Jankowska, M. (2014). Students representations and experiences of Personal Development Planning (PDP) at one British university. Unpublished PhD thesis, available from http://uobrep.openrepository.com/uobrep/handle/10547/326090 [Accessed 10 June 2016] Jankowska, M., Kukhareva, M., Clements, A. & Clarke, S. (2014). An inquiry into the experiences of new international academic staff (IAS). Implications for CPD practice. Paper presented at the 20th Annual European Conference on Educational Research, Porto (Portugal). Jankowska, M. (2011) A reflection on adaptability; achievement motivation and success of Central and Eastern European students in one English university, COMPARE – a journal of international and comparative education, 41, 6, 81-818. Luxon, T. and Peelo, M. (2009) ‘Academic sojourners, teaching and internationalisation: the experience of non-UK staff in a British university’, Teaching in Higher Education, 14 (6), 649-659. Kostogritz, A. (2002) ‘Teaching literacy in multicultural classrooms: Towards a pedagogy of ‘Thirdspace’’. Paper presented at the Annual Conference of the Australian Association for Research in Education, Brisbane, 1-5 December 2002. Pherali, T. (2012) 'Academic Mobility, Language, and Cultural Capital', Journal Of Studies In International Education, 16, 4, pp. 313-333. Riessman, C. (2008). Narrative methods for the human sciences, Los Angeles: Sage Publications.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.