Faculty-exchange programs promoting change: motivations, experiences, and influence of participants in the Carnegie Mellon University-Portugal Faculty Exchange Program

Abstract

A study of a structured faculty exchange program established between Carnegie Mellon University and Portuguese universities found the program enabled the Portuguese faculty to acquire new pedagogies, collaborative opportunities, and access to international research-related resources. Another finding was that a longer time spent at the host university proved beneficial for assimilating new ideas and approaches. The faculty participants gave positive ratings to their experiences in the exchange program. (55 ref)-Shephard, Kerry, et al. Valuing and Evaluating Community-Engaged Scholarship.

Effects of mobilities on the research output and its multidisciplinarity of academics in Hong Kong and Macau: An exploratory study

“…Many studies do not distinguish these two concepts, and the use of several conceptualisations leads to a profusion of categorisations of transnational mobility that occasionally or mostly overlap but are given different names (Table ). Transnational mobility can occur during education (often during the PhD programme), career or both, and it influences the work and working place of mobile academics due to cognitive and socialisation processes that shape mindsets, collaborations, knowledge and behaviour (Patrício et al, ; Yonezawa et al, ). Transnational mobility is generally defined as geographical movement from one country to another and associated with brain‐drain, brain‐gain and brain‐circulation fluxes (Fangmeng, ).…”

“…Despite the increasing number of mobile academics, the general benefits that accrue from the mobility of academics remain the same, that is, exposition to different environments, people and ideas that stimulate creativity, leading to the accumulation of human capital, including knowledge, skills, resources, cultural awareness, prestige and professional networks (Cañibano, Otamendi, & Andújar, ; Fumasoli, Goastellec, & Kehm, ). The process of being mobile continues to include tensions associated with adaptation, stereotypes, culture shocks and identity searching that affect the personal and professional development of mobile academics (Gopaul & Pifer, ; McAlpine, Amundsen, & Turner, ; Patrício et al, ). The larger number of mobile scholars crossing borders relates to the belief that the mobility of scholars induces innovation and fosters knowledge production (Ackers, ; Jacob & Meek, ), and policy efforts are made to encourage academic mobility by governments, research funding agencies and universities (Kim, ; Veugelers & Bouwel, ).…”

Mapping Case Studies of Public Engagement and Participation in Science and Technology

“…The causes underlying the formation of these country clusters are not explicit in these measurements and can be multiple, from researchers' affinity for specific phenomena in the form of pre-existing research networks to the impact of academic mobility protocols signed between countries or research institutions that may contribute to the arrangement of collaborations among authors (Bhattacharya et al, 2015;Patrício et al, 2018). For the purple and green community clusters, formed around the UK and the US respectively, path dependence seems to be a highly plausible cause, as both the UK and the US are pioneers in engaging the public in science policy.…”

Academic Mobility Assessment: the Strengths and Limitations of Different Approaches

“…Это происходит либо через закрепление определенных ограничений на законодательном уровне (так, например, в Германии исследователю запрещено получать постоянную позицию в том же вузе, в котором им была получена ученая степень [38]), что стимулирует исследователей менять вуз хотя бы один раз на протяжении своей карьеры, либо при внедрении различных программ академической мобильности (примерпрограмма Erasmus в странах Евросоюза, которая финансирует и организует мобильность исследователей между вузами). Сами же вузы могут стимулировать мобильность, например, при помощи программ двойных дипломов [39], позиций постдоков для ученых из других вузов или при помощи программ обмена [40].…”