Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Wilkins, Stephen; Neri, Selina

doi:10.1177/1028315318814200

Cited by 57 publications

(43 citation statements)

References 45 publications

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“…Below opinion is for option A. Most of the respondents opined full-time (PD Umbach, & MR Wawrzynski, 2005) expatriate faculty is the right option because expatriate faculties from developed countries are well versed and experience with the emerging trends and technological transformations (Stephen Wilkins, & Selina Neri, 2018). Such experience shared in class stimulates underdeveloped country students to have such experience in developed countries at least for a shorter duration in their lifetime.…”

Section: Discussion Analysis and Findingsmentioning

confidence: 99%

Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University)

Jagadeesha¹,

Rao²,

Polisetty³

2020

IJHE

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Purpose: This paper endeavour is to address, the challenges faced by expatriate faculties while teaching International Business subject and case studies in classroom. Students lackingness with relevance to International Business subject; and paramountcy of a manager's role in achieving organizational goals in globalization era.Design/Methodology/Approach: This research adopts the empirical study method to analyse the essentialness of international Business subject at Undergraduate and Graduate level in Ethiopian universities. Personal interview method adopted to analyse the primary evidence through questioner. Handbook of theory and research for Higher education is considered for review of literature; discussion and analysis which fixates on affinity for learning practical business skills rather theoretical. Vigour, Impotency, Opportunity, and Threats analysis explores all challenges and hurdles in teaching International Business subject.Findings: The study finds the consequentiality of the international business subject at both UG & PG level and fluency in English language at university level. Less fluency in English influence the cognition system across the geography, it links the course curriculum design predicated the industry trend and authoritatively mandate; Adscititiously, the study concludes the integration of curriculum and research at university level concerning the context of International Business. Lack of vigilance about course theoretical paramountcy with respect to integration of countries trade.Research Limitations/Implications: Underutilization of resources, fail to update each program's importance, opportunities, and outcomes in university websites. Most of the MBA students are either commerce or social science rather diverse background like science, pharma, and engineering. University-Industry Linkage department is not prioritizing to organize focus group discussions among a diverse group of employers and students to determine the primary skills and consequential attributes look for in students.Originality/Value: Ministry of Higher Education and universities are not giving much importance to the International Business subject, albeit the country’s exports and imports. Only two or three (Addis-Ababa, Mekelle, and Adama) Ethiopian Universities are active in research in higher education because of the collaborative influence of foreign university faculties.

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Section: Discussion Analysis and Findingsmentioning

confidence: 99%

Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University)

Jagadeesha¹,

Rao²,

Polisetty³

2020

IJHE

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“…Although this study deals with one private institution, the research context described here with mostly non-Anglophone academics teaching UK programmes to local students is not uncommon in Oman or in the Gulf region (Wilkins & Neri, 2018). Based on the questionnaire and the interviews in this study, the survey amongst UK providers of TNE and the OAAA quality audits, there seems to be agreement that the quality of the teaching and learning environment in the host institution is a challenging aspect.…”

Section: Conclusion and Recommendationsmentioning

confidence: 91%

Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand

Lamers-Reeuwijk

Admiraal

Rijst

2019

Higher Education Research & Development

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In the past two decades, transnational education has been increasing and so has the need for staff to teach on these programmes. This study sought the views of non-Anglophone expatriate academics teaching transnationally in Oman by means of a survey and follow-up interviews. It highlights the challenges that they face in a teaching and learning environment that is academically and culturally new to them. These challenges relate mostly to the students, as they need extensive structured guidance, and to maintaining programme quality in meeting the learning outcomes, particularly critical thinking and writing in English. Teaching adaptation and quality assurance were less challenging. Findings indicate that for a more enhanced teaching and learning environment, both the provider and host institution need to continuously invest in face-to-face professional development addressing the challenges expatriate academics experience, and that the sole focus on quality assurance by provider universities is not sufficient to create this.

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“…Consultancy and employment management firms are hiring more specialists to train and develop their staff, as more companies seek to hire them to cut costs and cope with the high costs of recruiting and training staff in higher education. Many employers prefer a Master's degree because most apprenticeship or development jobs require a Bachelor's degree and a degree can offer a competitive advantage [31,32]. If a company wants to recruit and retain the best people for a particular field, it can rely on the expertise of a graduate program in the professional development of specialists in higher education.…”

Section: Professional Development Of Specialists In Higher Educationmentioning

confidence: 99%

Building major competencies for enhancing higher education for sustainable development

et al. 2021

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This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

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Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

Cited by 57 publications

References 45 publications

Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University)

Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University)

Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand

Building major competencies for enhancing higher education for sustainable development

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