International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility

Kim, Dong‐Bin; Twombly, Susan B.; Wolf‐Wendel, Lisa

doi:10.1002/ir.20020

Cited by 63 publications

(57 citation statements)

References 21 publications

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“…Empirical studies have shown that one of the serious influences of burnout is turnover intentions (Jourdain & Chênevert, ; H. Kim & Stoner, ). Faculty turnover often results in substantial economic loss for their academic institutions (D. Kim, Twombly, & Wolf‐Wendel, ) because of the high costs associated with hiring replacements (Johnsrud & Rosser, ; D. Kim et al, ). Moreover, faculty turnover results in indirect or hidden costs, which are often difficult to quantify but are known to be much greater than direct costs (Schloss, Flanagan, Culler, & Wright, ).…”

Section: Faculty Burnout and Turnovermentioning

confidence: 99%

Burnout and Turnover Intentions Among Junior Counseling Faculty: Moderating Role of Mentoring

Woo

Kim

Park

2019

Journal of Employment Couns

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This study examined the correlation between burnout, mentoring, and turnover intentions among 106 full-time junior counseling faculty members at U.S. universities. Using the job demands-resources model, the authors aimed to provide a better understanding of the risk and protective environmental factors (i.e., burnout and mentoring) that affect turnover intentions among junior counseling faculty. Burnout was found to be predictive of high turnover intentions. Findings also supported the moderating role of faculty mentoring in the association between burnout and turnover intentions. Implications for counseling programs and institutions are addressed.

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Section: Faculty Burnout and Turnovermentioning

confidence: 99%

Burnout and Turnover Intentions Among Junior Counseling Faculty: Moderating Role of Mentoring

Woo

Kim

Park

2019

Journal of Employment Couns

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“…Further to national policy, institutional contexts and post‐PhD career decisions, Kim et al . () considered the Collaborative on Academic Careers in Higher Education (COACHE) survey data regarding pre‐tenure international faculty members’ experiences. They found that foreign‐born faculty were more satisfied than those who were US citizens with the tenure process and research and funding expectations, but less satisfied with their sense of fit with departmental and institutional colleagues.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The findings from their research indicated tremendous inequality in the working conditions of study participants, and also revealed how the transient nature of this form of employment encourages questions about not only who gets to move, but from where and to where. Further to national policy, institutional contexts and post-PhD career decisions, Kim et al (2012) considered the Collaborative on Academic Careers in Higher Education (COACHE) survey data regarding pretenure international faculty members' experiences. They found that foreign-born faculty were more satisfied than those who were US citizens with the tenure process and research and funding expectations, but less satisfied with their sense of fit with departmental and institutional colleagues.…”

Section: Academic Mobility Between Two Early Career Scholarsmentioning

confidence: 99%

The Conditions of Movement: a Discussion of Academic Mobility between Two Early Career Scholars

Gopaul

Pifer

2016

Higher Education Quarterly

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Academic mobility is an increasingly crucial topic to the current and future dynamics of doctoral study and the professoriate. Much of the research has focused on US, UK and European contexts. This research explores academic mobility and the manifold issues that arise between the jurisdictions of Canada and the US, in ways that parallel and diversify previous research based on various understandings of mobility. The qualitative perspective is grounded in a reflective narrative approach that enables exploration of powerful themes. The findings indicate that there are costs, tensions and benefits to academic mobility that serve to emphasise specific personal and professional elements to the pursuit of academic life that need explicit articulation. These findings encourage additional scholarly and practical attention to the changing nature of doctoral study and of academic work and life across jurisdictions.

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“…Neoliberal universities recruit international scholars for their cheap labor and high productivity (Mamiseishvili and Rosser 2010;Kim, Twombly, and Wolf-Wendel 2012), all the while presuming their cultural inferiority. The status of a "non-native speaker" serves as a convenient marker of this "inferiority" despite one's actual level of fluency.…”

Section: Feminist Teachers In the Marginsmentioning

confidence: 99%

How the “neutral” university makes critical feminist pedagogy impossible: intersectional analysis from marginalized faculty on three campuses

Busse

Krausch²,

Liao

2020

Sociological Spectrum

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While critical pedagogy emphasizes the marginalized status of the learner, feminist pedagogy challenges the presumption of a one-dimensional power dynamic in the classroom by illuminating the intersecting axes of power along which everyone in a learning community, including the pedagog, can simultaneously enjoy privileges and experience marginalization. Yet there has been little empirical intersectional research on how the university as an institution interferes with critical and feminist teaching. Extending Torres's intersectional theorization of critical pedagogy and building on sociological research on workplace inequality, we investigate the role of the neoliberal university in facilitating/obstructing feminist critical teaching. We conducted ethnography on three campuses across two countries, the United States and Peru. While we expected that our unconventional teaching methods combined with our foreignness, womanhood, and queerness would invite resistance from students, we found that the messages sent by the race-and gender-neutral neoliberal university were at the root of the illegibility of our teaching and our intellectual existence. We argue that the neoliberal university as it exists is antithetical to critical pedagogy in general, and feminist teaching in particular, attesting to the urgency of returning critical pedagogy to its roots in political organizing beyond formal education. Contemporary calls for increased funding for education instead of policing is just one example of how many people look toward education, including higher education, to change minds and drive fundamental social change. Critical pedagogy indeed provides theoretical and practical models for using education as a tool for human liberation but it must be rooted in political organizing. In this paper, we analyze the role of the university in facilitating/obstructing feminist critical teaching, using data collected from three campuses across two countries, the United States and Peru. We argue that the neoliberal university as it exists is antithetical to critical pedagogy in general, and feminist teaching in particular. Our teaching and research are grounded in a long tradition of liberatory education that goes back to sociology's founding father DuBois, who argued forcefully that education represents a path of freedom for marginalized people (1932). DuBois, along with bell hooks (1994) and Paolo Freire (1970), inspired generations of sociologists who wanted to teach and work toward freedom. The message that teaching about social problems must be tied to the learners' personal experiences speaks directly to the cultivation of sociological imagination (Mills [1959] 2000).

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International Faculty in American Universities: Experiences of Academic Life, Productivity, and Career Mobility

Abstract: The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility.

Cited by 63 publications

References 21 publications

Burnout and Turnover Intentions Among Junior Counseling Faculty: Moderating Role of Mentoring

Burnout and Turnover Intentions Among Junior Counseling Faculty: Moderating Role of Mentoring

The Conditions of Movement: a Discussion of Academic Mobility between Two Early Career Scholars

How the “neutral” university makes critical feminist pedagogy impossible: intersectional analysis from marginalized faculty on three campuses

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