Identity issues: expatriate professors teaching and researching in Qatar

Romanowski, Michael H.; Nasser, Ramzi

doi:10.1007/s10734-014-9795-0

Cited by 40 publications

(38 citation statements)

References 16 publications

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“…Staff employed at international branch campuses often perceive injustice in their places of work. Injustices include the lack of legal rights, lack of job security, and inequalities in pay and benefits among employees of different nationalities (Romanowski and Nasser 2015). Altbach (2001) argues that academic freedom is at the very core of the mission of universities, and that it is essential to both effective teaching and research.…”

Section: Host Country Stakeholdersmentioning

confidence: 99%

Ethical issues in transnational higher education: the case of international branch campuses

Wilkins

2015

Studies in Higher Education

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The establishment of an international branch campus can impact upon a diverse range of stakeholders in both home and host countries. Many of the arguments against international branch campuses are based on ethical issues, such as the lack of academic freedom and civil liberties in host countries. Ignoring ethical issues may deny institutions the achievement of legitimacy, which can result in financial losses and reputational damage. Thus, the purpose of this article is to identify the ethical issues that higher education managers should recognise and address when considering the establishment of an international branch campus. A framework based on analysing how home and host country stakeholders might be impacted by the establishment of an international branch campus-and how they might influence higher education institutions-is proposed. It was found that institutions which are flexible, quick to learn, and possess the dynamic capabilities necessary to drive organisational change might be the institutions that have the greatest chance of success in foreign markets. Given that at the start of 2015, at least 24 new international branch campuses were planned or in the process of being built, it is concluded that higher education institutions will have to continue treading the thin line between trying to fit in with their host cultures while simultaneously trying to achieve academic freedom and improve local social, political, and legal conditions.

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Section: Host Country Stakeholdersmentioning

confidence: 99%

Ethical issues in transnational higher education: the case of international branch campuses

Wilkins

2015

Studies in Higher Education

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“…A few studies examine foreign academics working in the UK (Gimenez and Morgan 2017). Overall, these studies on USA and UK examine issues such as cultural adaptation, work productivity (Mamiseishvili and Rosser 2010;Franzoni et al 2014), job satisfaction and coping mechanisms (Collins 2008;Romanowski and Nasser 2015), and faculty retention (Lawrence et al 2014). Well-established higher education systems naturally attract scholars from around the world without the need to actively recruit internationally.…”

Section: The Context Of Higher Educationmentioning

confidence: 99%

Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan

Lee

Kuzhabekova

2017

High Educ

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Through expanding flows of labor and knowledge on a global scale, academics are increasingly mobile as higher education institutions compete for talent that transcends borders. However, talent often flows from the periphery to the core as scholars seek out employment in recognized institutions of higher learning in developed economies. This study examines faculty mobility in a reverse direction: from the core to Kazakhstan, the largest country in Central Asia. What factors persuade faculty members to relocate to Kazakhstan for full-time employment? What types of individuals pursue this relocation? Through interviews with international faculty members based in Kazakhstan, the study identifies push factors that trigger departure from one's previous country of residence: job market, unsatisfactory work conditions, age, and marital status. Alternatively, Kazakhstan attracts scholars via pull factors that include salary, sense of adventure, and the opportunity to build new institutions and programs as well as conduct research. Unlike previous studies that highlight boundaryless mobility and individual agency, this study reveals constraints that mediate international faculty mobility. Furthermore, salary plays a limited role as a pull factor particularly among early career academics who are seeking research opportunities and meaningful contributions in building new academic programs and institutions.

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“…A number of studies have found that expatriate academics do not always experience positive relationships with their local colleagues. Romanowski and Nasser (2014) and Schoepp (2011) indicated that their participants felt excluded from collegial networks, particularly when the majority of their colleagues were host nationals. Although the expatriates' good social relations with their students may not necessarily lessen the feelings of exclusion and isolation from their colleagues, we predict that such good social relations to the students can work as a compensating job resource to enhance job satisfaction (cf.…”

Section: Theoretical Foundation and Hypothesesmentioning

confidence: 99%

“…The level of mobility among academics has increased dramatically in recent years (Romanowski and Nasser, 2014;Selmer et al, 2017). An important reason for academics to travel between countries for work is the global competition for talent (Isakovic and Whitman, 2013;Silvanto and Ryan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Job resources and demands for expatriate academics

Jonasson

Lauring

Selmer

et al. 2017

JGM

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Jodie-Lee TrembathDepartment of Anthropology, Australian National University, Canberra, Australia Abstract Purpose -While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics' job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues. Design/methodology/approach -The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees.Findings -The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust. Originality/value -This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

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Identity issues: expatriate professors teaching and researching in Qatar

Cited by 40 publications

References 16 publications

Ethical issues in transnational higher education: the case of international branch campuses

Ethical issues in transnational higher education: the case of international branch campuses

Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan

Job resources and demands for expatriate academics

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