Contributions of Foreign‐Born Faculty to Doctoral Education and Research

Mamiseishvili, Ketevan

doi:10.1002/he.20068

Cited by 12 publications

(8 citation statements)

References 16 publications

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“…FBF noted the most strengths within the personal domain ( M = 40.1), such as intercultural competency and sensitivity, flexibility, adaptability, resiliency, grit, sense of meaning, determination, and perseverance. Similar to findings in other studies (Kim et al, 2012 ; Mamiseishvili, 2013 ), FBF in counselor education can provide global expertise, intercultural competence, and international experience that extensively contributes to student development. Descriptive statistics also indicated many strengths within the spiritual domain ( M = 34.8), which highlights the importance of this area for FBF’s overall well-being and quality of life.…”

Section: Discussionsupporting

confidence: 86%

“…The personal domain (8 items) attended to personality traits such as flexibility, adaptability, resiliency, grit, determination, and perseverance (Atay, 2019 ; Interiano & Lim, 2018 ). It also explored participants’ sense of meaning and purpose, sense of hope and optimism, fear of failure, and fear of disappointing others and self (Kim et al, 2012 ; Mamiseishvili, 2013 ). This section also included participants’ intercultural competency and sensitivity, described as their ability to incorporate diverse perspectives and global experiences into their form of thinking and work (Mamiseishvili, 2013 ).…”

Section: Methodsmentioning

confidence: 99%

“…It also explored participants’ sense of meaning and purpose, sense of hope and optimism, fear of failure, and fear of disappointing others and self (Kim et al, 2012 ; Mamiseishvili, 2013 ). This section also included participants’ intercultural competency and sensitivity, described as their ability to incorporate diverse perspectives and global experiences into their form of thinking and work (Mamiseishvili, 2013 ). The health domain (3 items) assessed their psychological and physical well-being (Mamiseishvili & Lee, 2018 ; Omiteru et al, 2018 ), as well as their access to health care services (Tang et al, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

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Foreign-born Counselor Educators: Strengths, Challenges, and Areas of Support

Interiano-Shiverdecker

Prasath

Eren

2021

Int J Adv Counselling

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This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. To gain a deeper understanding of this topic, we utilized a convergent parallel mixed methods design with merged quantitative and qualitative findings. Quantitative results indicated that foreign-born faculty (FBF) experienced more strengths in the personal, spiritual, and health domains while facing more challenges in the social, political, and financial domains. In addition, a thematic analysis identified three overarching themes reflecting FBF’s strengths, challenges, areas of support, and the impact of COVID-19: (a) adjustment as a foreign-born individual in the United States, (b) immigration status and procedures, and (c) working as a foreign-born faculty in counselor education. This article presents implications for FBF and stakeholders seeking to support this population, while also suggesting recommendations for future research.

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Section: Discussionsupporting

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Foreign-born Counselor Educators: Strengths, Challenges, and Areas of Support

Interiano-Shiverdecker

Prasath

Eren

2021

Int J Adv Counselling

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“…Ample evidence indicates they are more productive in research than their U.S.-born peers and produce more publications, presentations, and grant dollars (e.g., Corley & Sabharwal, 2007; Kim et al, 2011; Mamiseishvili, 2010; Mamiseishvili & Rosser, 2010; Webber, 2012; Webber & Yang, 2014). They also bring diverse perspectives to classrooms, train the next generation of scholars, and serve as valuable role models for students from international and multicultural backgrounds (Kim et al, 2012; Mamiseishvili, 2013). Foreign-born faculty also plays a critical role in supporting the institutional efforts to internationalize, foster partnerships with foreign institutions, and engage in the global exchange of ideas and people (Rumbley & de Wit, 2017).…”

mentioning

confidence: 99%

Foreign-born academic leaders in U.S. higher education.

Mamiseishvili¹,

Stuckey²

2022

Journal of Diversity in Higher Education

Self Cite

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This qualitative narrative study is the first attempt to examine the experiences, motivations, and career pathways of foreign-born academic leaders who serve as deans at U.S. research universities. We interviewed 13 foreign-born deans from 10 different countries representing six disciplines. Participants in our study did not follow a predetermined career path and did not intentionally seek leadership roles but when they were presented with opportunities they rose to the occasion and seized the momentum. As they claimed and embraced their leadership identity, they received endorsement and support from people around them. The leaders in our study were deeply grateful for encouragement and support they received from mentors and close colleagues who often saw their potential even before they themselves did. Their ability to not "dwell" on the vulnerabilities and challenges and "work harder," "show greater productivity," "prove it wrong," "be mentally prepared to sacrifice," and accept the burden of proving that they belonged was a consistent theme among the participants. The study highlights the success stories of foreign-born leaders in the U.S. who are grateful for the opportunities they have encountered and sheds light on their contributions as leaders in academia, a largely missing piece in their story.

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“…Given that international academics are a widely diverse population, it is reasonable to examine their post-migration behavior in U.S. academia. A study with this angle helps explain findings of prior research on this group, namely, low job satisfaction, high intent to leave the current workplace, and low promotion rate Mamiseishvili, , 2013. This paper tests four home-country characteristics and their association with instructors' grading behaviors.…”

Section: Introductionmentioning

confidence: 96%

Three essays on assimilation and acculturation of international instructors at U.S. research universities

Pham¹

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This dissertation consists of three chapters that answer an overarching question: "How do foreign-born instructors assimilate and acculturate into U.S. academia as an immigrant-receiving environment?" Across the three chapters, quantitative and qualitative data were collected and analyzed to study the situations of international instructors and understand their changes in behavioral patterns over time using different immigration theories. In the first chapter, using grading as a marker of assimilation, I examine the gap in grading behaviors between international and domestic instructors and how the gap changes over time. The second chapter studies the cultural determinants of the grading gap between international and domestic instructors, anchoring on home country characteristics as pre-migration factors. The third chapter broadens the theoretical basis of acculturation theory to explore the stories behind the behaviors of international graduate instructors as they start their teaching, as well as the acculturation of their instructor identity, in a U.S. public university.

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Contributions of Foreign‐Born Faculty to Doctoral Education and Research

Abstract: Foreign‐born faculty play an important role in American doctoral education, contributing to the processes of internationalization and global collaboration.

Cited by 12 publications

References 16 publications

Foreign-born Counselor Educators: Strengths, Challenges, and Areas of Support

Foreign-born Counselor Educators: Strengths, Challenges, and Areas of Support

Foreign-born academic leaders in U.S. higher education.

Three essays on assimilation and acculturation of international instructors at U.S. research universities

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