By Nina Maadad,Malcolm Tight
Academic mobility promotes the improvement of joint learn actions, broadens the horizons of researchers, academics and professors, and promotes wisdom flows among associations. This e-book deals a latest viewpoint at the mobility of lecturers around the globe with contributions by means of authors established in Australia, Germany, eire, Israel, South Africa, Spain, Turkey, the United Arab Emirates, the uk and the us. With a spotlight at the context for and adventure of educational mobility in Africa, Australia, Europe, the Gulf and the U.S., matters akin to ancient views and modern reflections, the effect of English because the 'lingua franca' of academe in South Africa, the motivations and reports of overseas teachers operating within the United Arab Emirates, the combination of foreign-born school inside Israeli academia, educational mobility in the US, and, the felony prestige of educational mobility, this quantity is both...
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To gain a deeper understanding of the lived experience of the phenomenon of being an academic migrant employed at a research-intensive Scottish university, each transcript was read closely, and repeatedly, and initial codes were assigned to each segment of information conveyed in the interview, avoiding prematurely assigning codes to analytical categories (Charmaz, 2006). Initial coding led to more profound focused codes, and interview excerpts were linked to some of these to strengthen the later reporting of findings.
Wende, M. van der (2007). Internationalization of higher education in the OECD countries: Challenges and opportunities for the coming decade. Journal of Studies in International Education, 11(3–4), 274–289. , & Welch, A. (2010). Globalization, transnational academic mobility and the Chinese knowledge diaspora: An Australian case study. Discourse: Studies in the Cultural Politics of Education, 31(5), 593–607. CHAPTER 2 BEING AN INTERNATIONAL ACADEMIC: A PHENOMENOLOGICAL STUDY OF ACADEMIC MIGRANTS ADJUSTING TO WORKING AND LIVING IN SCOTLAND Carolin Kreber and Jenny Hounsell ABSTRACT In response to a dearth of research on the experience of non-UK nationals in UK universities, this chapter reports on a qualitative study involving 40 international academics, including lecturers, senior lecturers and professors, who, within the past five years, had moved to the United Kingdom, specifically Scotland, to join a research-intensive university there, offering a rich account of what it means to be an international academic and live in Scotland.
Of the 40 academics interviewed only one person came from the African continent, and this individual was from South Africa and white. Language is often raised as a potential difficulty for international academics. Although only 15 members of the sample came from English-speaking countries (and thus presumably had English as their first language), a total of 34 participants had at least some prior experience of living, studying or working in an English-speaking country prior to joining a Scottish University.