22 SES 03 A, Internationalizing Higher Education: Academic engagement
In the paper, we will present a multiple case study of Czech excellent academic who returned to a Czech academic institution from a long-term academic engagement abroad. The main objectives of the study are twofold: We will explore the ways in which the academics perceived benefits and challenges 1) of their international academic experience and 2) of coming back to an academic institution in their home country. Conceptually, the study is based on systemic approach to the development of high potential (Mudrák, 2015; Ziegler & Phillipson, 2012), which focuses on the interplay between the “acting individual and the environment with which he/she interacts in his/her actions” (Ziegler & Phillipson, 2012, p. 17). The systemic approach appears to be particularly suitable for our analysis as it integrates both individual and social influences into a complex developmental model. Specifically, the extant research (Diprete, Eirich, 2006; Ericsson, Roring, Nandagopal, 2009; Merton, 1988; Mudrák, Zábrodská, 2015; Papierno et al., 2005; Sternberg, 2001) indicates that a complex analysis of the development towards academic excellence needs to consider interrelationship and mutual influence between social environments providing proximal developmental context and characteristics of developing individuals, namely their academic outcomes, academic practice, and achievement motivation. We will approach both our objectives within this systemic framework, i.e., we will discuss the perspective of the participating academics on the ways in which the international engagement affected their academic practice, outcomes and motivation and how they were able to transfer this experience into the context of a Czech academic institution.
Methodologically, the paper is based on a multiple case study design. It is a part of a large-scale qualitative study into the experiences of Czech (excellent) academics with their current work environment at Czech universities and the ways in which these work conditions affect the development of their academic careers. Overall, we have collected over 120 in-depth interviews with Czech academics from all disciplines; in this paper we will use a selected sub-sample of excellent academics that have returned to a Czech academic institution after an extensive international academic experience. The interviews have been recorded, transcribed, and analyzed using thematic analysis (Braun & Clarke, 2006) which is a flexible qualitative analytical method that allows identification of major themes or patterns in participants’ experiences. On this basis, we currently develop a multiple-case study from which we create “a theoretical generalization”, grounded in the results of particular case studies (Stake, 2006), about the impact of the international experience on the on the career development of excellent academics returning to a home institution. This will be interpreted in the framework of the systemic model of high achievement development as well as a broader context of Czech academic governance.
In the time of submitting the abstract, the analysis of the interviews has been still ongoing. However, on the basis of the preliminary analysis we expect that our findings will illustrate the competitive advantages of the international academic experiences for the returning academics which include a membership in international networks, access to extensive academic resources, “mastery of the craft”, or development of tacit knowledge about how international science works. At the same time, we will show that successful return of these academics to a home institution and transferring of their academic skills into the Czech context closely depended on a fit between the returning academic and the institution. In some cases, the Czech academic institutions embraced the returning academics as an opportunity to enhance their productivity and academic credentials whereas in other cases the returning academics appeared to be perceived as a threat to the status quo and even ostracized. We will position these findings in the context of current transformation of the Czech higher education governance from a “professor-oriented” to a “market” model (Shin, Jung, 2014).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DiPrete, T. A., & Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. Annual Review of Sociology, 271-297. Ericsson, K. A., Nandagopal, K., & Roring, R. W. (2009). Toward a science of exceptional achievement. Annals of the New York Academy of Sciences, 1172 (1), 199-217. Merton, R. K. (1988). The Matthew effect in science, II: Cumulative advantage and the symbolism of intellectual property. Isis, 606-623. Mudrák, J., Zábrodská, K. (2015). Childhood giftedness, adolescent agency: A systemic multiple-case study. Gifted Child Quarterly, 59 (1), 55-70. Papierno, P. B., Ceci, J. S., Makel, M. C., & Williams, W. M. (2005). The nature and nurture of talent. Journal for the Education of the Gifted, 28, 312-332. Shin, J. C., & Jung, J. (2014). Academics job satisfaction and job stress across countries in the changing academic environments. Higher Education, 67(5), 603-620. Stake, R. E. (2006). Multiple case study analysis. New York: The Guilford Press. Sternberg, R. J. (2001). Giftedness as developing expertise: A theory of the interface between high abilities and achieved excellence. High Ability Studies, 12(2), 159-179. Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3-30.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- 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.